THE  KATIOHIIL  SERIES  OF  STANDIIRD  SCHOOL-BOOKS 

COMPRISES  STANDARD  WORKS 


In  every  department  of  instruction  and  of  every  grade.  The  teacher  in  want  of  a book  for  any  pai 
ticular  purpose  or  class,  will  always  find  the  best  of  its  kind  in  our  catalogue.  No  other  series  even 
claims  to  be  as  complete  as  this.  None  is  so  extensive  or  so  judiciously  selected.  Among  so  many 
j volumes  a high  standard  of  merit  is  maintained,  as  it  is  our  aim  never  to  permit  our  imprint  upon  a 
poor  or  unworthy  book.  It  is  also  our  plan  to  make  books  not  for  a class  or  sect,  but  for  the  whole 
country  -unobjectionable  to  parties  and  creeds,  while  inculcating  the  great  principles  of  political 
freedom  and  Christianity,  upon  which  all  right-minded  persons  are  agreed.  Hence,  and  from  their 
almost  universal  circulation,  the  name — “ National  Series.”  Among  the  principal  volumes  are 
Z*arker  & ^^atson's  Readers— in  two  distinct  series,  each  complete  in  itself.  The 
Nff'ional  Readers , of  full  grade,  in  large,  elegant  volumes,  adequate  for  every  want  of 
most  thorough  and  highly  graded  schools.  The  Independent  Reader Sy  in  smaller 
volumes,  for  Common  Schools.  Low  in  price,  but  in  no  other  respect  inferior  to  the  companion 
series.  Spelters  complete  to  accompany  either  series. 

Davies’  DEathematics — Arithmetic,  Algebra,  Geometry,  Surveying, 

Ac. — Complete  in  every  branch— The  national  standard — world-renowned.  Millions  have  been 

; called  for,  and  the  sale  increases  year  by  year.  New  volumes  are  constantly  published  to  take 

' the  places  of  those  that  are  in  the  least  behind  the  times.  Examine  the  new  Series. 


Barnes’  Brief  Histories— r/te  United  States  History; 

— For  one  term  of  study.  Makes  history  short  by  omitting  that  which 
interesting  by 
the  most  impoi 

DEonteith’s 

— These  works 
a number  of  v( 

Steele’s  Na 

Chemistry 
they  make  sci^ 

Clark’s  Dia 

novel  analysis 

Woman’s 

Ac.— Upon  a r 
new  ones. 

Searing's  C 

and  others,  wi 


BEH.  B. 


and  others  to  follow 
is  usually  forgotten, 
®f  grouping  about 

il,  JPfiy Steal. — 
other  series.  From 
he  book  he  wants. 

Philosophy, 

yondall  precedent  , 

object  lessons  and 

'man,  Trench, 

authors,  with  signal 

ro*s  Orations, 

nd  elegant  editions. 


•p^ARE  MENTION  on 

English  languag 
Composition,  Logic, 
finers,  Dictionaries,  1 
end’s  Serie.s  of  Speal< 
jrisf  ory . — Monteith’ 
England— Ricord’s  1 
Pen  and  Pencil.— 
— Smitu  a Martin's 
Drawing. 

Nfitural  Science.- 
Chemistry— McIntyh 
Chambers'  Zoology- 
Important  Works 
TON’S  Fine  Arts— Ch 
Ethics— Brooks’  Ma 
2he  Teacher* s lib 
Theory  and  Practice- 

A DESCRIPTltB  CA- 

A.  ; 


UNIVERSITY 
Of  ILLINOIS 

371.27 

St7e 


r standard  texts  published 

tOTD’s  Annotated  Authors, 
r source  of  language — De- 
Topical  Lexicon— North - 

and  Universal— Berard’s 
it.— Ecclesiastical  Hist, 
over — National  Steel  Pens 
^wing  Cards— Allen’s  Map 

it’s  Philosophy— Porter’s 
iiology- W OOD'S  Botany  - 
i)hy. 

It’s  Mythology— Hunting- 
jernment  Manual— Alden’s 

isional  literature,  as  Page’s 
kober’s  Assistant,  <(c. 

« obtained  by  enclosing  a 

AHY, 


I 

I 


111  & 113  WILLIAM  STREET.  IvTEW  YORK. 


“A  "Well  of  En^sliTlSdefil^” 


LITERATURE  AND  BELLES  LETTRES, 


PROFESSOR  CLEVELAND'S  WORES. 


Jl  WSOIjJEJ  JjIBBAJRT  IK  FOTTB  VOIUMFS. 


I 


OF  ENGLISH 
OF  19th  CENT’Y 
OF  AMERICAN 
OF  CLASSICAL 


One  Hundred  and  Twenty  Thousand  of  these  Volumes  have  been  sold, 
and  they  are  the  acknowledged  Standard  wherever 
this  refining  study  is  pursued. 


PROP.  JAMES  R.  BOYD’S  WORKS. 

EMBRACmO 

COMTOSITION,  lOGTC,  ZITERATUBE,  JtHETOBIC,  CRITICISM, 
BIOGRAPHY ;—ROETRY,  AND  PROSE. 


BOYD’S  COMPOSITION  AND  RHETORIC. 

Remarkable  for  the  space  and  attention  given  to  grammatical  principles,  to  afford  a 
substantial  groundwork ; also  for  the  admirable  treatment  of  synonyms,  figurative 
language,  and  the  sources  of  argument  and  illustration,  with  notable  exercises  for  pre- 
paring the  way  to  poetic  composition. 

BOYD’S  ELEMENTS  OF  LOGIC. 

explains,  first,  the  conditions  and  processes  by  which  the  mind  receives  ideas,  and 
then  unfolds  the  art  of  reasoning,  with  clear  directions  for  the  establishment  and  con- 
firmation of  sound  judgment.  A thoroughly  practical  treatise,  being  a systematic  and 
philosophical  condensation  of  all  that  is  known  of  the  subject. 

BOYD’S  NAMES’  CRITICISM. 

This  standard  work,  as  is  well  known,  treats  of  the  faculty  of  perception,  and  the 
result  of  its  exercise  upon  the  tastes  and  emotions.  It  may  therefore  be  termed  a Com- 
pendium of  Aesthetics  and  Natural  Morals ; and  its  use  in  refining  the  mind  and  heart 
lias  made  it  a standard  text-book. 

BOYD’S  ANNOTATED  ENGLISH  CLASSICS. 


Milton* s Paradise  lost. 
Young* s Night  Thotights. 
Cowper*s  TasU,  Table  Talk,  &c. 


Thomson*s  Seasons. 
Pollok*s  Course  of  Time, 
lord  Bacon*s  Essays. 


In  six  cheap  volumes.  The  service  done  to  literature,  by  Prof.  Boyd’s  Annotations 
upon  these  standard  writers,  can  with  difficulty  be  estimated.  Line  by  line  their  ex- 
pressions and  ideas  are  analyzed  and  discussed,  until  the  best  comprehension  of  the 
powerful  use  of  language  is  obtained  by  the  learner. 


? 


# 


iV- 


THE 


ELEMENTARY 

AND 

COMPLETE  EXAMINER; 

OB 

CANDIDATE’S  ASSISTANT: 

PREPARED  TO 


AID  TEACHERS  IN  SECURING  CERTIFICATES  FROM 

BOAKDS  OF  EXAMINERS, 

AND 

PUPILS  IN  PREPARING  THEMSELVES  FOR  PROMOTION,  TEACH- 
ERS  IN  SELECTING  REVIEW  QUESTIONS  IN  NORMAL  SCHOOLS, 
INSTITUTES,  AND  IN  ALL  DRILL  AND  CLASS  EXERCISES. 


BY 

ISAAC  STONE,  A.  M., 

PRINCIPAL  KENOSHA  HIGH  SCHOOL. 


A.  S.  BARNES  & COMPANY, 

NEW  YORK  AND  CHICAGO. 


1873 


Entered  according  to  Act  of  Congress,  in  the  year  1864,  by 
G^EO.  & C.  W.  SHERWOOD, 

In  the  Clerk’s  Office  of  the  District  Court  of  the  United  States  for  the 
Northern  District  of  Illincis.. 


Vlx'^ 

S/1a- 


•PREFAOE. 


Constant  labor  of  more  than  twentj-two  years  in  the  school- 
room has  wrought  some  deep  convictions  in  the  mind  of  the 
Author.  Many  of  these  have  been  pleasant.  But  most  of  those 
pertaining  to  the  Examination  of  Teachers  have  been  painful, — 
painful  from  sympathy  with  the  Candidates  ; wdiile  deeply  anxious 
to  discharge  his  whole  duty  toward  those  who  are  to  be  the  pupils 
of  the  successful  Candidates,  in  commissioning  none  to  teach  ex- 
cept those  who  prove  themselves  well  qualified  for  the  high  and 
responsible  trust  they  are  to  assume. 

The  fact  that  nine-tenths  of  all  the  teachers  he  had  examined 
failed  in  a greater  or  less  degree,  and  that  more  than  fifty  per 
cent,  failed  sadly  in  some  branches,  led  him,  years  ago,  to  con- 
clude that  he  had  misjudged  their  ability,  or  had  placed  the  stand- 
ard too  high — exacting  too  much— as  his  Board  of  Education 
once  hinted,  where  he  was  acting  as  City  Superintendent.  The 
late  reports  of  County  Superintendents,  as  found  in  the  State 
Superintendent’s  report,  confirm  him,  however,  in  his  decisions, 
as  they  show  that  forty -nine  fiftieths  of  all  examined  fail  to  secure 
first  grade  certificates  in  the  common  branches.  A larger  per  cent, 
it  is  true,  obtain  the  second  grade.  But  the  great  majority  accept 
third  grade  certificates.  Their  willingness  thus  to  do  ought  to  be 
a sufficient  cause  for  rejecting  them  entirely;  justice  to  the  chil- 
dren demands  that  this  low  grade  should  be  banished  from  the 
land  as  an  evil  genius. 

Should  it  appear  to  any  that  this  work  extends  through  too 


IV 


PREFACE. 


many  branches,  and  is  too  rigid,  let  such  remember  that  each 
State,  year  by  year,  is  demanding  higher  and  still  higher  qualifi- 
cations in  all  who  are  commissioned  to  labor  in  this  noble  profes- 
sion. 

By  the  advice  of  many  eminent  educators^  the  Complete  Exam’- 
iner  is  sent  forth  to  the  world  on  its  errand  of  benevolence.  It 
seeks  no  literary  fame,  claims  no  scientific  merit.  It  simply  begs 
to  aid  those  who  need  its  assistance.  Receive  it  kindly,  trusting- 
ly ; it  will  tell  no  tales.  Should  it  be  the  means  of  aiding  pupils 
in  preparing  themselves  thoroughly  to  be  examined  for  promotion 
to  a higher  department,  or  candidates  in  procuring  certificates 
for  teaching,  and  thereby  diminish  the  number  of  failures  and 
lessen  the  degree  of  mortification  therefrom,  and  as  a consequence 
place  a higher  order  of  talent  in  the  school-room,  as  disbursing 
agents  of  the  infinite  fountain  of  knowledge,  the  Author  will  feel 
amply  rewarded  for  all  his  care  in  preparing  this  little  work  and 
sending  it  forth  as  a love  offering  to  both  teachers  and  pupils. 

THE  AUTHOR 


Kenosha,  March  10th,  1864. 


CONTENTS 


page. 

Preface,  ..... 

a 

Contents, 

• 

- 

5 

Hints  to  Candidates,  • - - 

11 

CHAPTER  I. 

Orthography,  .... 

13 

Elementary  Sounds,  - - 

- 

. 

18 

Consonants,  ...  - 

15 

Syllables, 

. 

- 

11 

Rules  for  Spelling,  ... 

11 

Punctuation,  .... 

. 

- 

18 

Spelling, 

19 

CHAPTER  II. 

Reading,  - - - 

19 

Accent,  - * * ' 

• 

. 

21 

Expression,  - - . - - 

22 

CHAPTER  III. 

Geography,  - 

24 

The  Earth,  - 

25 

Land,  - - - - 

25 

Water,  . . . . - 

25 

Maps,  - • 

26 

Hemispheres,  - 

26 

Size  and  Motion  of  the  Earth,  - 

26 

Latitude,  - - - - 

26 

Longitude,  .... 

21 

Zones,  . - . - - 

21 

Western  Hemisphere,  * - 

28 

Eastern  Hemisphere,  • - 

28 

Races  of  Men,  - 

28 

Stages  of  Society,  - . - 

29 

Government,  . . 

29 

Political  Divisions,  - - 

29 

Religion,  .... 

29 

Table  of  Races,  .... 

80 

Table  of  the  prevailing  systems  of  Religion, 

80 

North  America,  .... 

80 

British  Provinces,  - - - 

31 

United  States,  - - 

81 

Mexico  and  the  West  Indies, 

83 

Map  of  South  America,  ... 

33 

Europe,  - - ... 

84 

Asia, 

36 

Africa,  - - - • 

Si 

Map  of  Oceapica,  .... 

as 

VI 


CONTENTS. 


CHAPTER  IT. 

\ 

PAGE. 

Physical  Geocrapht, 

- 

• 

39 

Continents  and  Islands, 

- 

- 

- 

. 

. 

40 

Mountains  and  Volcanos, 

- 

40 

Plateaus  and  Plains, 

- 

- 

- 

. 

- 

40 

Water, 

- 

40 

Ocean, 

Atmosphere  and  Moisture, 

- 

. 

. 

- 

- 

41 

- 

41 

Plants  and  Animals,  - 

- 

- 

- 

- 

- 

42 

CHAPTER  V. 

Penmanship, 

- 

42 

CHAPTER  VI. 

Book-Keeping, 

- 

44 

CHAPTER  VII. 

Gramm^ar,  - 

- 

46 

vLanguage, 

- 

46 

Grammar, 

- 

47 

Words, 

- 

47 

Phrases, 

- 

48 

Sentences, 

- 

49 

Diagrams, 

- 

50 

General  Rules, 

- 

50 

Classification  of  Sentences, 

- 

51 

Etymology,  - 

- 

52 

Of  the  Noun, 

• u 

53 

Modification  of  Nouns, 

- 

54 

Person, 

• 

55 

Number, 

- 

55 

Cases,  - 

. 

55' 

Pronouns, 

Adjectives, 

. 

56 

- 

57 

Verbs, 

- 

58 

Modes,  - 

58 

Participles, 

- 

59 

Tenses,  - 

* Conjugation  of  Verbs, 

- 

59 

- 

60 

Adverbs, 

Prepositions, 

- 

01 

• 

01 

Conjunctions, 

- 

02 

Exclamations, 
Words  of  Euphony, 

■ 

02 

62 

Syntax, 

- 

08 

Prosody, 

- 

05 

Grammatical  and  Rhetorical  Signs,  - 

- 

05 

Versification, 

- 

06 

Figures, 

- 

. 

66 

Abbreviations, 

- 

67 

CHAPTER  VIII. 

Arithmetic,^  - 

- 

- ^ 

69 

Notation,  < 

- 

- 

- 

- 

- 

09 

Numeration, 

- 

- 

69 

Addition, 

- 

- 

- 

- 

- 

71 

CONTENTS. 

\ll 

PAGE. 

Subtraction,  - • • 

71 

Multiplication, 

71 

Dhusion, 

73 

Longitude  and  Time, 

74 

Properties  of  Numbers, 

75 

Common  Fractions, 

77 

Reduction  of  Fractious, 

78 

Addition  of  Fractions, 

79 

Subtraction  of  Fractions, 

79 

Multiplication  of  Fractions, 

79 

Division  of  Fractions, 

80' 

Duodecimals, 

80 

Decimal  Fractions, 

81 

Addition  of  Decimals, 

81 

Subtraction  of  Decimals, 

82 

Multiplication  of  Decimals,  - 

82 

Contractions  in  Multiplication, 

• 

82 

Division  of  Decimal  Fractions, 

82 

Contractions  in  Division, 

m 

83 

Reduction  of  Common  and  Decimal  Fractions, 

83 

Denominate  Decimals, 

m 

83 

Circulating  Decimals, 

83 

Continued  Fractions, 

84 

Ratio  and  Proportion, 

84 

Cause  and  Effect, 

85 

Compound  Proportion,  • 

85 

Partnership,  - - . 

86 

Compound  Partnership, 

86 

Per  Centage,  - 

86 

Interest,  - - - 

87 

Compound  Interest, 

87 

Discount,  - - - 

88 

Banking, 

88 

Bank  Discount,  - - 

88 

Commission,  - - 

89 

Stocks  and  Brokerage,  • 

89 

Profit  and  Loss,  - - - 

89 

Insurance, 

90 

Endowments, 

90 

Annuity,  - - - 

90 

Assessing  Taxes,  • 

91 

Custom  House  Business, 

91 

Equation  of  Payments,  - 

91 

Alligation,  - 

92 

Alligation  Alternate, 

92 

Coins,  Currency  and  Exchange, 

92 

Arbitration  of  Exchange, 

93 

General  Average, 

93 

Tonnage  of  Vessels, 

94 

Involution, 

94 

Evolution, 

94 

Cube  Root,  - - - 

95 

Arithmetical  Progression, 

96 

Geometrical  Progression, 

96 

Vlll 


CONTENTS. 


Analysis, 

Mensuration, 

Gauging, 

Mechanical  Powers, 
Pulley, 

Unil’orm  Motion, 

Laws  of  Falling  Bodies, 
Specific  Gravity, 
Appendix, 


History, 

Modern  History, 
General  History, 
United  States  History, 


CHAPTER  IX 


American  Independence, 

Mexican  War, 

Secession  and  its  Consequent  Rebellion, 


CHAPTER  X. 

Physiology,  - 

Anatomy,  - - . - 

Structure  of  Man,  ... 

Chemistry  of  the  Human  Body, 

The  Bones,  - - - . 

Physiology  of  the  Bones, 

The  Muscles,  - - . . 

Physiology  of  the  Muscles,  - 
The  Teeth,  - 

Digestive  Organs,  - • . 

Circulatory  Organs,  - • . 

Respiratory  Organs,  - - ^ - 

Animal  Heat,  - • - 

Voice,  .... 

Skin, 

Nervous  System,  - 


General  Questions, 


CHAPTER  XI. 


PAGE. 

97 

98 

99 
99 
99 

100 

100 

100 

101 


102 

103 

104 
ICHi 
106 
107 
107 


- 109 
109 

- 109 

109 

- 110 

110 

- Ill 
111 

. Ill 
111 

- 112 
112 

- 113 

113 

- 113 

114 


114 


PART  SECOND. 

CHAPTER  XII. 
Botany,  - . - - . 

CHAPTER  XIII. 
Algebra,  . . . - - 

Signs, 

Addition,  - 

Subtraction,  - 

Multiplication,  - - - - 

Division,  - 

Fjictoring  Polynomials,  ... 
Algebraic  Fractions, 

Equations  of  the  First  Degree,  - 


128 


131 

131 

133 

133 

134 

134 

135 

136 
138 


CONTENTS. 


IX 


Axioms,  ..... 

Solution  of  Equations,  - . - 

Elimination,  - - 

Indeterminate  Equations  and  Problems, 

Inequalities,  - - - - 

Powers  and  Roots,  . - - 

Extraction  of  the  Square  Root  of  Fractions, 

Extraction  of  the  Square  Root  of  Algebraic  Quantities, 
Radical  Quantities  of  the  Second  Degree, 

Equations  of  the  Second  Degree, 

Trinomial  Equations, 

Permutations,  Arrangement  and  Combinations, 
Binomial  Theorem,  - - - 

Extraction  of  Roots, 

Arithmetical  Progression, 

Geometrical  Progression, 


Geometry, 

Definition  of  Terms, 
Explanation  of  Signs, 
Axioms,  - . 
Theorems 

Ratios  and  Proportions, 
Of  ihe  Circle, 

Book  lY, 

BookV, 

Book  VI, 

Book  YII, 

Book  YIII,  - 
Book  IX, 


CHAPTER  XIY 


CHAPTER  XV 


Natural  Philosophy, 

Introduction, 

Preliminary  Principles, 

Repellant  Forces, 

Mechanical  Principles, 

Principles  of  Gravitation, 

Principles  of  Molecular  Action, 

Liquids,  - - 

General  Properties  of  Gases  and  Vapors 
Air  Pumps, 

Water  Pumps, 

Buoyancy  of  the  Atmosphere, 

Acoustics, 

Musical  Sounds, 

Heat,  ... 

Radiation  of  Heat, 

Reflection  of  Heat, 

Optics,  ... 

Refraction, 

Optical  Instruments, 

Microscopes, 

Structure  of  the  Eye, 


PAGE. 

138 

- 138 

139 
• 140 

141 

- 141 

142 

- 142 
142 

- 143 

144 
. 145 

145 

- 145 
145 

- 146 


- 147 
148 

- 148 

148 

- 149 

149 
• 149 

150 
. 150 

* 151 

- 151 
152 

. 162 


153 

153 

163 

153 

154 

155 

157 
167 

158 
160 
160 
161 
161 
162 
163 
163 
163 
166 

167 

168 
- 169 

169 


X 


CONTENTS. 


Magnetism, 

Directive  Force  of  Magnets, 
Electricity, 

Dynamical  Electricity, 
Electro-Magnetism, 


CHAPTE 


Chhmistry, 

Chemical  Nomenclature, 
Non-Metalic  Elements, 
Hydrogen, 

Nitrogen, 

The  Atmosphere, 

Chlorine, 

Iodine, 

Bromine, 

Fluorine, 

Sulphur, 

Phosphorus,  - 
Boron, 

Silicon, 

Carbon,  - 
Combustion, 

Mctalic  Elements, 

Sodium, 

Ammonium,  - 
Barium  and  Strontium, 
Calcium, 

Magnesium, 

Alluminiiim,- 
Glass  and-  Pottery, 

Iron, 

Manganese  and  Chromium 
Cobalt  and  Nickel, 

Zinc  and  Cadmium,  - 
Lead  and  Tin, 

Copper  and  Bismuth, 
Antimony  and  Arsenic, 
Mercury, 

Silver, 

Gold, 

Platinum, 

Organic  Chemistry, 


R XVI 


Science  of  Goyernment, 
Music, 

Theory  and  Practice, 
Miscellaneous  Questions, 


CHAPTER  XYII. 
CHAPTER  XVIII. 
CHAPTER  XIX. 
CHAPTER  XX. 


page. 

169 

170 

171 

172 

173 


173 

175 

176 


179 

180 
181 
181 
181 
182 
182 
183 
183 

183 

184 

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186 
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188 
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190 

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191 
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193 


197 


200 


202 


HINTS  TO  CANDIDATES. 


The  law  demands  that  you  should  pass  a satisfactory  examina- 
tion before  you  can  be  commissioned  to  teach. 

Justice  and  your  own  conscience  coincide  with  the  demands  of 
the  law. 

You  should  never  willingly  engage  to  teach  a branch  in  which 
you  are  deficient.  Never  ask  an  examiner  to  license  you  to  teach 
a branch  which  you  have  never  thoroughly  mastered. 

With  the  aid  of  the  Complete  Examiner  you  have  the  means 
before  you  of  determining  when  and  in  what  you  will  be  ex- 
amined. 

By  being  thorough  and  rigid  in  questioning  yourself  by  the  use 
of  this  worhj  you  may  not  only  save  the  examiner  the  painful 
emotions  in  rejecting  you,  but  also  your  own  mortification  from 
the  disgrace  of  your  failure. 

Observe  the  remarks  at  the  head  of  each  chapter.  Be  espe- 
cially thorough  in  the  first  few  chapters. 

There  may  be  many  questions  that  you  can  answer  mentally^  as 
fast  as  you  can  read  them. 

It  would  be  safer  and  more  beneficial  to  you  to  write  out  the 
answers  to  the  balance  of  the  questions,  in  your  own  words,  if 
you  choose. 

Answer  every  question,  if  possible,  without  turning  to  any  ref- 
erence in  the  text-hooks.  Be  as  calm^  as  self-possessed,  and  as 
much  at  ease,  during  your  public  examination,  as  in  your  own 
room.  You  may  be  able,  in  many  places,  to  pass  a satisfactory 


XU 


HINTS  TO  CANDIDATES. 


examination  without  a complete  knowledge  of  all  the  branches 
touched  upon  in  this  work.  But  when  you  can  give  positively 
correct  answers  to  all  the  questions  in  the  Complete  Examiner, 
you  need  not  hesitate  to  present  yourself  for  examination  before 
any  Board  of  Examiners* 


THE  COMPLETE  EXAMINER. 


ORTHOGRAPHY. 

CHAPTER  I. 

The  following  questions  on  Orthography  are  taken  from  Worcester’s  Un- 
abridged Dictionary,  as  the  most  complete  source  of  knowledge  on  the 
subject.  Yet  a good  knowledge  of  it  may  be  obtained  from  several  Spellers 
and  Grammars.  ^ 

Note. — Make  the  sounds  which  the  characters  represent  in  the  following  questions 
wherever  it  is  more  convenient  than  to  write  out  the  description, 

1.  Define  Orthography.  (See  Worcester’s  Un.  Die.) 

2.  What  is  a Letter  ? 

3.  What  is  an  Elementary  Sound  ? Syllable  ? 

4.  What  is  a Word  ? Sentence  ? Paragraph  ? Chapter  ? 

ELEMENTARY  SOUNDS. 

1.  How  many  Elementary  Sounds  in  our  Language  ? 

2.  How  many  Letters  have  we  to  represent  the  sounds  ? 

3.  Into  how  many  Classes  are  these  elementary  sounds  divided  ? 

4.  What  is  a Vocal,  Sub- vocal,  and  Aspirate  ? 

5.  How  many  Vowels  have  we  ? 

6.  How  many  Semi-vowels  ? How  many  Aspirates  ? 

7.  How  many  Sounds  do  the  vowels  represent  ? 

8.  How  many  Sounds  do  the  semi- vowels  represent  ? 

9.  What  is  a Diphthong  ? 

10.  What  is  a Triphthong?  ^ 

11.  What  sound  has  the  letter  a in  fate,  and  ai  in  pain? 

12.  What  sound  has  a in  fat,  man?  Far,  calm? 

13.  What  sound  has  a in  fare,  pair? 

14.  What  sound  has  a xw  fast^  grass  2 Fall^  walkf 

15.  What  sound  has  a in  liar"!  Palace^  cabbaged 


14 


THE  COMPLETE  EXAMINER. 


16.  What  sound  has  e in  mete^  seaV^  Met^  sell"^ 

17.  Y7hat  sound  has  e in  there^  heir"^  Her^fern"^ 

18.  What  sound  has  e in  h'ier^  college"^ 

19.  How  does  e in  college  differ  from  a in  cahhage"^ 

20.  What  is  the  sound  of  ^ in  pine^  mild^  Miss,  pin 

2 1 . What  is  the  sound  of  i in  police,  marine  ? Sir,  virtue  ? 

22.  What  is  the  sound  of  i in  elixir,  ability  ? 

23.  What  sound  has  o in  sore,  ion  ? Odd,  dove  ? 

24.  What  sound  has  o m prove,  soon,  nor,form2 

25.  What  sound  has  o in  come,  wrong,,  actor,  purpose  ? 

26.  What  sound  has  u in  pure,  tube  ? Hut,  hurry  ? 

27.  What  is  the  sound  of  u in  bull,  push  f Fur,  hut  ? 

28.  What  sound  has  ic  in  true,  rude"^  Sidphur,  deputy"^ 

29.  What  is  the  sound  of  y in  type,  symbol  Myrrh,  truly, 
envy  ? 

30.  When  are  w and  y consonants  f When  trowels  ? 

31.  Give  a set  of  words  that  contain  the  different  elementary 
sounds  in  the  language. 

32.  In  the  following  words,  which  letters  are  Vowels,  which 
Semi-vowels,  and  which  Aspirates : — And,  great,  made,  fame,  sad, 
mate,  life,  six,  vice,  zebra,  sup,  bid,  bag,  pare,  when,  this,  shall, 
ocean,  link  ? 

33.  In  the  above  examples  which  vowels  are  long"^  Which 
short  ? 

34.  In  the  word  union  are  the  i and  u vowels  or  consonants  ? 

35.  In  the  word  one  is  o a vowel  or  consonant  ? 

36.  In  the  word  righteous  is  the  e a vowel  or  consonant‘s 

37.  How  many  letters  have  we  then  that  are  always  consonants  S 

38.  What  is  a Digraph  ? 

39.  What  is  an  Improper  Triphthong  S 

40.  In  the  words  boil  and  boat  which  has  a Digraph  ? Which 
a Diphthong? 

41.  In  the  words  beauty  and  buoy,  which  has  the  Proper  Triph- 
thong ? Which  the  Improper  Triphthong  ? 

42.  What  sound  has  ew  in  mew  ? oi  in  boil  ? 


ORTHOGRAPHY. 


15 


CONSO^s^ANTS. 

1.  What  is  a Consonant  ? 

2.  How  many  sounds  has  c f Give  examples. 

3.  How  many  sounds  has  ch  f Give  examples. 

4.  What  is  the  sound  of  ^ in  get^  gi'^e^  giant  ? 

5.  How  many  sounds  has  s,  x? 

6.  What  sound  has  th  in  tJiiSj  ihen^  thinlc,  pith  ? 

7.  How  is  tion  pronounced  in  notion^  and  sion  in  pension  ? 

8.  How  is  sion  pronounced  in  vision,  and  cean  and  dan  in 
ocean  and  logician  ? 

9.  Give  examples  and  tell  the  different  sounds  of  cial,  sial, 
and  tial. 

10.  What  is  the  sound  of  ceous,  cious,  and  tious"^ , Give  ex- 
amples. 

11.  What  is  the  sound  of  geous  and  gious  ? Give  examples. 

12.  What  sound  has  qu  in  queen‘d 

13.  In  the  word  when,  which  letter  is  sounded  first,  w ov  h"? 

14.  What  is  the  sound  of  ph  in  phantom"^ 

15.  How  many  sounds  have  the  following  Diphthongs : — ea,  eu, 
ew,  ia,  ie,  io,  oi,  ou,  ow,  oy,  ua,  ue,  ui,  uo  ? 

16.  Give  examples  and  tell  what  sound  each  of  the  following 
Diphthongs  has : — ae,  ai,  ao,  au,  aw,  ay  ; ea,  ee,  ei,  eo,  ey  ; ie,  oa, 
oe,  00,  ow. 

17.  In  the  last  two  questions  what  Diphthongs  are  Proper,  and 
what  Improper  ? 

18.  Into  how  many  classes  are  the  Consonants  divided? 

19.  What  is  a Mute?  Which  of  the  consonants  are  Mutes? 

20.  Name  the  Semi-vowels. 

21.  What  is  a Liquid?  Why?  Name  the  Liquids. 

22.  Which  of  the  consonants  are  Dentals  ? Why  so  called  ? 

23.  Which  letters  of  the  Alphabet  are  Palatals  ? 

24.  Which  are  Labials  ? Which  are  Nasals  ? 

25.  Which  letters  are  called  Gutturals  ? Why  ? 

26.  What  sound  has  h preceded  by  m in  the  same  syllable  ? 

27.  Y7hat  sound  has  c when  it  comes  after  the  accent  and  is 
followed  by  ea,  ia,  io,  or  eous  ? Give  examples. 

28.  What  sound  has  d in  healed  and  mixed‘s 


16 


THE  COMPLETE  EXAMINER. 


29.  What  sound  has  p in  ^ In  all  other  cases  ? 

30.  What  sound  has  g followed  by  r at  the  beginning  of  a 
word  ? 

31.  How  many  g sounds  in  the  word  longer  (the  comparative 
of  long,)  and  longer  (one  who  longs)  ? 

32.  What  sound  has  gh  at  the  beginning  of  words  ? 

33.  What  sound  usually  at  the  end  of  words  ? Give  examples. 

34.  What  sound  have  they  in  the  words  plough,  nigh,  laugh  ? 

35.  The  combination  of  letters  ough  is  said  to  have  seven 
sounds ; what  are  they  ? Give  examples. 

36.  What  sound  has  ght  terminating  a word? 

37.  What  sound  has  h in  her,  heir,  honor  ? 

38.  What  sound  has  h When  is  it  silent  ? 

39.  How  many  sounds  has  Z?  Is  it  ever  silent? 

40.  Is  m ever  silent  ? Give  examples. 

41 . What  sound  has  n in  man,  no,  angle,  thanks  ? 

42.  Give  examples  when  n is  silent. 

43.  What  sound  has  p in  pit,  psalm  ? 

44.  How  many  sounds  has  ph  f Give  ex;amples. 

45.  How  many  sounds  has  q f Give  examples. 

46.  How  many  sounds  has  rf  Is  it  ever  silent  ? What  effect 
does  it  have  on  the  short  sound  of  the  vowels  ? Give  examples.. 

47.  How  many  sounds  has  s ? Give  examples. 

48.  What  sound  has  s at  the  beginning  of  a word  ? 

49.  What  sound  has  s usually  at  the  end  of  a word  ? 

50.  When  has  s the  sound  of  sh  ? When  zh  ? 

51.  How  many  sounds  has  What  sound  in  notion,  militia? 

52.  What  is  the  sound  of  th  in  truth,  truths,  hath,  baths  ? 

53.  Is  V ever  silent  ? Give  examples. 

54.  When  is  a consonant?  Is  it  ever  silent?  Give  exam- 
ples. 

55.  How  many  sounds  has  x?  What  sound  in  exalt? 

56.  What  sound  has  x in  luxury,  fluxion? 

bl.  How  many  sounds  has  y ? Is  it  ever  silent  ? 

58.  How  many  sounds  has  z?  Is  it  ever  silent ? 

59.  How  many  sounds  has^?  Is  it  ever  silent? 

60.  What  sound  has  z in  glazier,  azure  ? 

61.  What  sound  has  u in  nature,  educate? 


ORTHOGKAPHY. 


17 


SYLLABLES. 

1.  How  many  syllables  are  there  in  every  word?  Ans. — 
Usually  as  many  as  there  are  distinct  sounds  made  in  pronounc- 
ing it. 

2.  What  is  a word  of  one  syllable  called?  A word  of  two 
syllables?  Of  three  syllables?  Of  four  or  more  syllables? 
Give  examples  of  each. 

3.  What  is  the  rule  for  dividing  a word  at  the  end  of  a line  ? 
Ans. — Never  divide  a syllable. 

4.  What  is  a Simple  Word  ? A Compound  Word  ? A Primi- 
tive Word?  A Derivative  Word  ? Give  examples. 

5.  Should  the  Hyphen  always  be  used  in  forming  Compound 
Words  ? If  not,  when  and  why  ? 

6.  What  is  a Prefix  ? A Suffix  ? 

7.  How  are  Derivative  Words  formed?  Ans. — By  correctly 
uniting  Prefixes  and  Suffixes. 

8.  What  is  Spelling,  and  how  would  you  teach  it  ? 

RULES  FOR  SPELLING. 

1.  What  is  the  rule  for  e final? 

Ans. — E final  is  dropped  before  the  addition  of  a suffix  beginning  with  a 
vowel;  as,  recite^  recital;  hlame^  hlamahle. 

Exception. — Words  ending  in  ge  or  re,  usually  retain  e final,  before  able 
and  ous  ; as,  peace^  peaceable. 

2.  What  is  the  rule  for  e final  before  ly,  less,  ness,ful,  and  gen- 
erally ment  ? 

Ans. — The  e must  be  retained;  as,  nice,  nicely ; hope.,  hopeful. 

Exception. — Awe.,  due.,  true.,  judge.,  and  five  more  words.  Which  are  they? 

3.  What  is  the  rule  for  y final,  upon  the  addition  of  a suffix  ? 

Ans. — The  y is  commonly  changed  into  except  before  ing ; as,  mercy, 

mercifid ; holy,  holiness. 

Exception  1. — Pis  sometimes  changed  into  e ; as,  duty,  duteous. 

Exception  2. — ^When  y is  preceded  by  a vowel  in  the  same  syllable,  ex- 
cept in  lay,  say,  and  pay,  it  remains  unchanged ; as,  boy,  boyish. 

4.  What  is  the  rule  for  verbs  ending  in  ^e,  before  the  suffix 
ing  2 

Ans. — The  ie  is  changed  to  y ; as,  tie,  tying  p vie,  vying. 

5.  What  is  the  rule  for  forming  derivatives  from  monosyllables 
and  words  accented  on  the  last  syllable,  ending  with  a single  con- 


18 


THE  COMPLETE  EXAMINER. 


sonant,  or  sound  of  a single  consonant  preceded  by  a single 
vowel  ? 

Ans. — Such  words  double  the  last  consonant  before  an  additional  sylla- 
ble, beginning  with  a vowel ; as,  pet^  petted.  '' 

6.  There  are  a few  exceptions  to  this  rule,  in  regard  to  Di- 
graphs ; what  are  they  ? 

* 7.  What  is  the  rule  for  t ov  s preceding  e final  in  such  words 

as  admit  ion‘^ 

Ans. — The  e is  dropped  and  ion  is  added. 

8.  Give  the  rule  for  derivatives  from  words  ending  in  ate. 

Ans. — They  drop  te  and  take  hie  or  cy ; as,  estimate^  estimable. 

9.  What  is  the  rule  for  y before  the  suffixes,  ous^  al,  and  able. 

Ans. — The  y is  commonly  changed  fo  i and  usually  retained ; as,  rely^ 

reliable. 

10.  What  is  the  rule  for  derivatives  from  words  ending 

Ans. — They  change  the  y into  i and  take  cation. 

Exception. — A few  words  ending  in/y,  drop  y and  take  action  ; as,  peU 
rify^  petrifaction. 

11.  What  is  the  rule  for  words  ending  in  ize^ 

Ans. — They  drop  e and  take  ation;  as,  civilize^  civilization.  Also  a few 
words  not  ending  in  ize^  take  ation;  as,  sense^  sensation. 

Form  all  the  derivatives  you  can  from  the  word  press,  and 
give  rules  for  their  formation,  and  define  each  derivative. 

18.  Analyze  the  following  words  by  giving  the  Elementary 
Sounds: — Mete,  halm,  rough,  high,  thought,  laugh,  beauty,  phthisic, 
heir,  bouquet,  old,  young. 

14  In  the  above  words,  which  letters  are  vocals,  which  sub- 
vocals, and  which  aspirates  ? 

PUNCTUATION. 

1.  What  important  rule  or  rules  can  you  give  for  the  use  of 
Capital  Letters  ? A hint : — The  first  word  of  erery  entire  sen- 
tence ; titles  of  honor  and  respect ; every  proper  name  ; levery  ap- 
pellation of  the  Deity ; the  first  word  of  every  line  in  poetry ; 
the  words  I and  0;  the  principal  words  in  the  titles  of  books; 
the  first  word  of  a direct  quotation  (when  the  quotation  forms  a 
complete  sentence  by  itself)  shoidd  all  begin  with  a capital ; and 
every  important  word  may  begin  with  a capital. 


READING. 


19 


SPELLING. 

Write  the  following  list  of  words  and  make  all  the  corrections 
necessary,  and  tell  which  represent  animals  that  are  wild^  grega- 
rious^ amphibious^  ferocious^  carnivorouSj  graminivorous^  omnivo- 
rous^ predatory^  ruminating^  migratory^  venomous^  and  hyhernating. 

Name  the  countries  in  which  each  is  native ; which  are  valu- 
able ioY  food  ; which  for  their  fur  ; Vv^hich  for  their  shins  ; which 
for  their  ivory  ; which  for  oil ; which  are  serviceable  to  man,  and 
in  what  way  : — 

Ape,  antilope,  Babboon,  bare,  beaver,  Buffalo,  bizon,  caff,  cam- 
mell,  Shamme,  catt,  coult,  koogar,  cow,  dear,  dogg.  Elephant,  er- 
min,  fox,  gazel,  gote,  horse,  hieny,  ibex,  iknuman,  jackkall,  kitten, 
leppard,  marten,  lyon,  munkey,  muskrat,  ottar,  ox,  panthar,  pecary, 
rabit,  seel,  sheep,  scunk,  tigar,  weesel,  whale,  wolf,  zebra. 

(The  above  words  by  permission,  are  taken  from  Sherwood's 
Practical  Speller  and  Definer,”  page  six, — the  best  work  of  the 
kind  ever  published.  I have  designedly  changed  the  Orthogra- 
phy of  most  of  the  words  taken.  But  the  excellent  plan  of  defin- 
ing is  Sherwood’s.) 

Note— Every  one  wlio  lias  had  any  experience  in  examining  teachers  or  pupils,  has  found 
the  candidates  wofuily  deficient  in  Orthography.  It  is  the  more  culpable  from  the  fiict,  that 
any  candidate  for  promotion  to  a Grammar  Department,  a High  School,  or  for  a Teacher’s 
Certificate,  can  prepare  himself  or  herself  in  this  most  important  and  f undamental  branchy 
in  a few  hours.  Hence  all  who  neglect  a thorough  knowledge  of  the  branch  should  be  re- 
jected. 


CHAPTER  II. 

KEADING. 

Suggestion.— Reading  is  a branch  in  which  nineteen  out  of  every  twenty 
are  deficient.  7et  this  is  an  age  of  reading,  emphatically  so.  Notwith- 
standing this,  we  hear  the  testimony  from  every  side,  that  ^fhere  are  hut 
few  good  readers^  How  important  then  that  we  should  have  clear  and  dis- 
tinct principles  in  Elocution,  and  that  every  person  who  is  a candidate  for 
a Teacher  s License  should  be  a complete  master  of  every  principle,  and  be 
able  to  impart  the  instruction  in  thie  branch  to  his  pupils  without  stint. 

following  references  in  the  questions  on  Reading  are  to  “ The 
National  Fifth  Reader,''’  by  Parker  & Watson. 

1.  What  is  Reading?  What  is  Elocution?  (Page  15.) 

2.  What  does  it  embrace  ? What  are  the  characteristics  of 
good  Elocution?  (Page  15.) 


20 


THE  COMPLETE  EXAMINER. 


3.  What  is  Orthoepy?  What  does  it  embrace?  (Page  15.) 

4.  What  is  Articulation  ? (Page  15.) 

5.  What  are  the  Oral  Elements?  (Page  15.) 

6.  How  are  the  Oral  Elements  produced?  (Page  15.) 

7.  What  are  the  principal  organs  of  speech?  (Page  IG.) 

8.  What  is  Voice  and  how  is  it  produced?  (Page  IG.) 

9.  What  directions  should  be  given  to  pupils  in  regard  to  the 
position  of  their  bodies  while  reading?  (Page  17.) 

10.  How  would  you  teach  the  pupil  XhQ  oral  elements ; would 
you  require  him  to  pronounce  the  word,  or  to  utter  each  element 
by  itself  and  then  pronounce  the  word  distinctly?  (Page  17.) 

11.  What  are  Cognates ? How  would  you  teach  them?  (Page 
18) 

12.  What  advantage  is  there  in  teaching  the  pupils  to  spell  by 
sounds  ? (Page  20.) 

1 3.  Name  the  errors  which  are  usually  heard  in  Articulation  ? 
(Pages  21  and  22.) 

1 4.  Why  is  the  following  difficult  of  articulation : — 

1.  ‘‘He  accepts  the  office,  and  attempts  by  his  acts  to  conceal  his  faults^ 

2.  “ He  was  attacked  with  spasms  and  died  miserably  by  the  road-side.” 

3.  “For  the  hundredth  time,  he  spoke  of  lengths,  breadths,  widths,  and 
depths.” 

4.  “Theodore  Thickthong  thrust  three  thousand  thistles  through  the 
thick  of  his  thumb.”  (Pages  22  and  23.) 

5.  “He  said,  ceaseth,  approacheth,  and  rejoiceth.”  (Page  24.) 

15.  What  is  Syllabication?  What  is  a Syllable?  (Page  25.) 

16.  What  is  a Monosyllable?  A Dissyllable?  (Page  25.) 

17.  What  is  a Trisyllable?  A Polysyllable?  (Page  25.) 

18.  Which  is  the  Ultimate  syllable?  The  Penult?  (Page  25.) 

19.  Which  is  the  Antepenultimate?  The  Pre-antepenultimate? 
(Page  25.) 

20.  Give  examples  for  each  of  the  last  five  questions. 

21.  What  is  the  rule  for  pronouncing  words  that  commence 
with  consonants?  (Page  26.) 

22.  What  is  the  rule  for  pronouncing  words  that  end  with  con  - 
sonants? (Page  26.) 

23.  What  is  the  rule  for  pronouncing  when  one  word  ends  and 


READING. 


21 


the  next  begins  with  the  same  consonant;  as,  it  will 'pain  nobody'" 
(Page  26.) 

24.  What  is  the  rule  for  the  utterance  of  the  final  elements : — 
5,  t,  g and  h ; as,  “I  took  down  my  hat-t  and  put  it  on  my 
head-d.”  (Page  27.) 

25.  What  is  the  rule  for  pronouncing  the  unaccented  syllables? 
(Page  27.) 

Note.— Illustrate  the  above  rules  with  suitable  examples. 

ACCENT. 

26.  What  is  Accent?  What  is  the  general  rule  for  Accent? 

Ans. — All  the  words  of  our  language  of  two  or  more  syllables  have  one 

syllable  accented,  and  most  polysyllables  have  both  a Primary  and  a Sec- 
ondary Accent. 

27.  In  dissyllabic  nouns  where  is  the  accent  placed  ? 

Ans. — On  the  Penult. 

28.  In  dissyllabic  verbs,  where  is  the  accent? 

Ans. — On  the  last  syllable. 

29.  In  words  ending  in  sion  and  tion^  which  syllable  takes  the 
accent  ? 

Ans.  — The  Penultimate ; as,  dissert' sio?i, 

30.  In  words  ending  in  ia,  iac,  ial^  ian^  eous^  and  rous^  which 
syllable  takes  the  accent  ? 

Ans. — Commonly  the  preceding ; as,  regal' ia^  hyiper'ial. 

31.  Words  ending  in  acal  and  ical  have  the  accent  on  what 
syllable  ? 

Ans. — Antepenultimate  ; as,  poet' ical. 

32.  On  what  syllable  do  words  ending  in  ic  have  the  accent 
generally  ? 

Ans. — On  the  Penultimate  ; as,  algebra' ic. 

33.  Words  of  three  or  more  syllables,  ending  in  car,  ca/,  tnde, 
efy,  ety.,  ity.,  grapliy.,  logy.,  tdous,  inous,  erous,  owrous,  ative^  &c.^ 
have  the  accent  on  what  syllable  generally  ? 

Ans. — On  the  Antepenultimate. 

34.  In  the  same  sentence  or  adjoining  one  where  there  is  a ref- 
erence of  one  word  to  another,  with  perhaps  a change  in  the  pre- 
fix, is  there  a change  of  accent  ? 

Ans. — There  is ; as,  to  give  and  forgive ; probability  and  plausibility. 


22 


THE  COMPLETE  EXAMINER. 


35.  As  authorities  for  the  above  rules  for  accent^ — see  Worces- 
ter’s and  Webster’s  Dictionaries,  on  ‘‘‘Accent'^ 

36.  What  marks  are  used  to  show  on  what  syllables  the  Pri- 
mary and  Secondary  accents  fall?  (Page  29.) 

37.  Tell  on  what  syllables  the  primary  and  secondary  accents 
fall,  in  the  following  ; — The  impenetrability  and  indestructability 
are  two  essential  properties  of  matter.”  (Page  29.) 

38.  What  is  the  rule  for  accent  on  nounSj  adjectives^  and  verbs'^ 
(Page  30.) 

39.  Mark  the  accented  syllables  in  the  following  words  and  give 
the  parts  of  speech : — 

“ Wh}^  does  your  absent  friend  absent  himself?”  “Did  he  abstract  an 
abstract?” 

Note  the  mark  of  accent,  and  accent  the  right  syllable. 

Buy  some  cement  and  cement  the  glass.  Desert  us  not  in  the  desert.  If 
they  rebel  and  overthrow  the  government  even  the  rebels  themselves  can 
not  justify  the  overthrow.  In  August,  the  august  writer  entered  into  a 
compact  to  prepare  a compact  discourse.  (Page  30.) 

40.  What  is  the  rule  for  contrast  ? (Page  30.) 

41.  Note  the  accent  in  the  following  sentences: — 

“He  must  increase,  but  I must  decrease.  This  corruption  must  put  on 
incorruption  ; and  this  mortal  must  put  on  immortality.”  (Page  30.) 

EXPRESSIOi^. 

42.  What  is  Expression  ? 

Ans. — It  is  the  soul  of  elocution. 

43.  What  does  it  embrace  ? 

44.  What  is  Pmiphasis?  Inflection?  Slur?  (Page  31.) 

45.  What  is  Modulation?  Monotone?  Personation?  Pauses? 

46.  Give  four  rules  for  the  use  of  Emphasis.  (Page  32.) 

Give  examples  to  illustrate  each  rule.  (Page  32.) 

47.  What  rules  apply  for  the  use  of  Slur?  (Page  35.) 

Give  any  examples.  (Page  36.) 

48.  How  many  Inflections  are  there  r Name  them.  (Page 
39.) 

49.  How  are  these  inflections  indicated  in  the  books  ? (Page 
39.) 


READING. 


23 


50.  What  is  the  inflection,  and  \hQ  falling‘s  (Page  39.) 

51.  What  is  the  Circumflex?  Give  examples  for  each.  (Page 

39. ) 

52.  What  is  meant  by  the  slide  of  the  voice  ? (Page  40.) 

53.  How  many  parts  does  the  slide  consist  of,  and  how  many 
things  are  necessary  to  the  perfect  formation  of  the  slide  ? (Page 

40. ) 

54.  Give  the  rule  for  the  rising  inflection,  and  falling  inflection, 
and  an  example  for  each.  (Page  41.) 

55.  Is  there  any  exception  to  the  above  rules  ? Give  it. 
(Page  41.) 

56.  Give  the  rule  for  the  inflections  in  questions  and  clauses 
connected  by  the  disjunctive,  or.  (Page  42.) 

57.  Give  the  rule  for  inflections,  when  words  or  clauses  are 
contrasted.  Illustrate  by  examples.  (Page  43.) 

58.  What  inflection  does  the  language  of  concession^  politeness^ 
admiration^  entreaty^  and  tender  emotions^  usually  require  ? 

Ans. — The  ?ising.  (Page  44.) 

59.  What  inflection  has  the  language  of  command^  rehuke^  con^ 
tempt,  exclamation,  and  terror  ? 

Ans. — Falling. 

60.  What  inflection  has  a succession  of  particulars  ? 

61.  What  inflection  does  emphatic  repetition  and  the  pointed 
enumeration  of  particulars  require  ? 

Ans. — Falling.  (Page  46.) 

62.  How  is  the  language  of  irony,  sarcasm,  derision,  condition, 
and  contrast,  marked  ? 

Ans. — By  the  circumflex.  Give  examples.  (Page  46.) 

63.  What  is  Modulation  ? What  does  it  embrace  ? (Page  47.) 

64.  Define  Pitch.  (Page  47.)  How  many  general  distinc- 
tions of  Pitch  ? 

Ans. — High,  Low,  and  Moderate. 

65.  Define  High  Pitch.  Low  Pitch.  (Pages  47  and  48.) 

66.  Illustrate  Moderate  Pitch,  and  Low  Pitch,  by  examples. 
(Page  49.) 

67.  Define  Force.  How  many  degrees  of  force  ? (Page  50.) 

68.  Define  Loud  Force,  Moderate  Force,  and  Gentle  Force. 
(Pages  51  and  52.) 


24 


THE  COMPLETE  EXAMINER. 


69.  Define  Quality.  How  many  kinds  of  tone  are  used  in 
reading  and  speaking?  (Page  52.) 

70.  What  is  Pure  Tone?  Illustrate  by  an  example.  (Page 
52.) 

71.  Define  Orotund,  and  illustrate  by  an  example.  (Pag^53.) 

72.  Define  Aspirated  Tone,  and  give  an  example.  (Page  54.) 

73.  Define  Guttural  by  an  example.  (Page  54.) 

74.  Define  the  Tremulous  or  Tremor. 

75.  Define  Rate.  How  many  degrees (Page  56.) 

76.  Define  Quick  Rate,  Moderate  Rate,  and  Slow  Rate,  and 
give  examples  to  illustrate. 

77.  Define  Monotone.  Give  examples.  (Page  59.) 

78.  Define  Personation.  (Page  60.) 

79.  What  are  Pauses  in  elocution?  (Page  61.) 

80.  What  are  the  general  rules  for  the  use  of  Pauses  ? Also 
the  rule  for  Suspensive  Quantity.  (Pages  61,  62  and  64.) 

81.  Read  the  following  sentence,  so  that  it  will  make  a temper- 
ance speech,  and  an  anti-temperance  speech : — 

“The  person  who  is  in  the  daily  use  of  intoxicating  liquors,  if  he  does 
not  become  a drunkard,  will  be  in  danger  of  losing  his  health  and  charac- 
ter.” 


CHAPTER  HI. 

GEOGRAPHY. 

The  following  references  in  the  questions  on  Geography  are  to  CAMP’S 
HIGHER  GEOGRAPHY, — a work  of  rare  merit  “arranged  to  accompany 
Mitchell’s  Series  of  Outline  Maps,”  but  can  be  used  independently,  as  the 
book  is  complete  in  itself.  (P.  stands  for  page.)  (C.  for  column.) 

Definitions  of  Mathematical  terms  used  in  Geography, 

1.  What  is  a Sphere?  What  is  the  Diameter  of  a sphere? 
P.  7,  C.  1. 

2.  What  is  the  Circumference  of  a sphere  ? What  is  the  Axis 
of  a sphere?  P.  7,  C.  1. 

3.  What  are  the  Poles?  What  is  a Circle?  P.  7,  C.  1. 

4.  What  are  the  great  circles  of  a sphere  ? What  is  an  Arc  ? 
P.  7,  C.  2. 

5.  How  are  arcs  measured  ? P.  7,  C.  2. 


UEOaKAFHY. 


23 


Geographical  Definitions^ 

THE  EARTH. 

1.  What  is  the  Earth? 

Ans.— A Planet. 

2.  What  is  a planet  ? 

Ans. — A body  revolving  around  the  sun. 

3.  What  are  some  of  the  planets  ? 

Ans. — Mercury,  Venus,  Mars,  Jupiter,  Saturn,  Uranus,  Neptune,  and  a 
large  number  of  others,  called  asteroids. 

4.  What  is  Geography^,  and  what  is  the  origin  ef  the  word  ? 

P.  8. 

5.  What  is  the  form  of  the  Earth  ? The  proofs  ? 

6.  Of  what  does  the  surface  of  the  earth  consist  ? P.  8. 

LAND. 

1.  What  portion  of  the  earth  is  land?  What  portion  water? 
P.  8. 

2.  What  are  the  principal  divisions  of  land  ? P.  8. 

3.  What  is  a Continent?  Island?  Peninsular?  P.  8, 

4.  What  is  an  Isthmus  ? Cape  ? Promontory  ? Mountain  ? 

P.  8. 

5.  What  is  a Volcano  ? Hill  ? Plain  ? Valley  ? Desert  ? 
Oasis  ? P.  8o 

6.  What  is  a Shore  or  Coast  ? Plateau  ? P.  8. 


WATER. 

1.  How  is  the  water  divided  ? P.  9. 

2,  What  is  an  Ocean?  How  many  Oceans  are  there?  P:  9 
3o  What  is  a Sea?  Archipelago?  Gulf  or  Bay?  Strait? 

Channel  ? Sound  ? Lake  ? River  ? Creek  ? P.  9. 

4.  Which  is  the  right  bank  of  a River  ? Which  the  left  ? P. 

9,  a 2. 

5 How  are  rivers  formed ? What  is  the  source  of  a river? 

P 10. 

(>  What  is  the  mouth  of  a river?  What  is  the  bed  of  a river? 
Po  10.. 


2G 


TUK  COMPLETE  EXAMINER. 


MAPS, 

1.  Define  a map.  What  does  a map  represent  ? P.  10. 

2.  In  what  direction  is  the  top  of  the  map  supposed  to  be  ? 
Po  10. 

3 What  direction  is  the  bottom  of  the  map  ? The  right  hand? 
The  left  hand?  What  are  these  directions  called?  P.  10. 

HEMISPHERES. 

lo  Define  Hemisphere?  How  many  hemispheres  are  there? 
P.  10. 

2.  Which  is  the  Eastern  Hemisphere,  and  what  does  it  repre- 
sent? P.  11. 

3.  What  is  the  Western,  and  what  does  it  represent?  P.  11. 

4.  Which  Hemisphere  contains  most  land?  P.  11. 

5.  Which  most  water?  P,  11. 

6.  For  what  is  the  Eastern  Continent  distinguished?  P.  11^ 

7.  For  what  is  the  Western  Continent  noted?  P.  11. 

SIZE  AND  MOTIONS  OF  THE  EARTH,  EQUATOR  AND  CIRCLES. 

1.  WTiat  is  the  size  of  the  Earth?  What  is  the  axis  of  the 
Earth?  P.  11. 

2.  What  motions  has  the  Earth?  P.  11c 

3.  What  is  the  Equator?  How  does  it  divide  the  Earth  ? P. 

11. 

V 4.  What  are  the  Tropics,  and  why  are  they  23®^  from  the 
Equator?  P.  11, 

5.  What  are  the  Polar  Circles?  Why  are  they  23^^  from  the 
Poles?  P.  11. 

LATITUDE  AND  lONGITUDE. 

1 , What  is  Longitude  ? How  is  it  represented  on  the  map  ? 
P.  12. 

2,  What  are  these  lines  called  ? What  do  the  figures  attached 
to  them  show?  P.  12. 

3.  Where  do  we  begin  to  reckon  the  degrees  of  latitude  ? P. 

12. 

4.  How  many  degrees  between  the  Equator  and  each  i’ole  ? 

P.12 


GEOGRAPHY. 


27 


5.  What  is  said  of  places  either  North  or  South  of  the  Equa- 
tor? P.12. 

6.  What  of  places  on  the  Equator  ? P.  12. 

7.  What  is  the  length  of  each  degree  of  latitude?  P.  12. 

8.  How  then  may  we  learn  the  distance  of  a place  from  the 
Equator?  P.  12. 

LONGITUDE. 

1.  What  is  Longitude?  What  are  Meridians?  P.  12. 

2.  From  what  meridian  do  we  usually  reckon  Longitude  ? P. 

12. 

3.  What  is  the  custom  of  different  nations  in  this  respect  ? P. 

12. 

4.  Where  are  the  degrees  of  longitude  usually  marked  on  the 
map?  P.  12. 

5.  How  many  degrees  of  longitude  are  there?  P.  12. 

6.  How  many  degrees  then  around  the  Earth?  P.  12. 

7.  What  longitude  have  places  on  the  first  Meridian?  P.  12. 

8.  How  can  you  tell  whether  the  longitude  of  a place  be  East 
or  West?  P.12. 

9.  What  is  the  length  of  a degree  of  longitude?  P.  12. 

VlO.  Give  the  table  of  longitude^  showing  the  number  of  miles  in 
a degree  of  longitude  on  a parallel  of  latitude,  for  every  five  de- 
grees, from  the  Equator  to  the  Poles, — sixty  geographical  miles 
being  taken  equal  to  sixty-nine  and  a quarter  statute  miles  ? P. 
23. 

ZONES. 

1.  What  are  zones,  and  what  does  the  word  mean?  How 
many  zones  are  there?  P.  13. 

2.  What  is  the  North  Frigid?  What  the  South  Frigid?  P. 
13. 

3.  What  is  the  climate  of  the  zones  ? What  the  productions  ? 
P.13. 

4.  What  animals  are  found  ? What  can  you  say  of  the  inhab- 
itants? P.  ISr 

5.  What  does  the  North  Temperate  Zone  embrace  ? South 
Temperate?  P.  13. 


28 


THE  COMPLETE  EXAMINER. 


' 6.  What  is  the  climate  of  the  Temperate  Zones  ? 

7.  What  minerals  are  found?  P.  13. 

8.  For  what  is  the  North  Temperate  Zone  more  particularly 
distinguished  ? 

9.  Where  is  the  Torrid  Zone  situated?  What  is  its  climate? 
P.  13. 

10.  What  are  the  productions  of  this  zone?  What  animals? 
P.  13. 

11.  Describe  its  inhabitants?  To  what  is  the  Torrid  Zone  sub- 
ject ? P.  13. 

WESTERN  HEMISPHERE. 

1.  Give  the  seas,  gulfs  and  bays  on  the  map  of  the  Western 
Hemisphere. 

2.  Mention  all  the  straits  and  islands  on  the  same  map.  P.  19. 

3.  Give  also  the  Peninsulars  and  Capes.  P.  19. 

4.  Give  the  Mountain  ranges  and  their  direction.  P.  19. 

5.  What  five  large  lakes  in  North  America  are  connected,  and 
discharge  their  waters  into  the  Gulf  of  St.  Lawrence?  P.  19. 

G.  What  are  the  principal  rivers  of  Nortlr  America  ? P.  19. 

7.  Name  the  principal  rivers  of  South  America?  P.  19. 

EASTERN  HEMISPHERE. 

8.  Name  the  Seas,  Bays  and  Gulfs  on  the  map  of  the  Eastern 
Hemisphere.  P.  19. 

9.  Give  the  names  and  direction  of  the  principal  channels  nnd 
straits.  P.  20. 

10.  Locate  the  j)rincipal  Islands,  Capes  and  Peninsulars.  P. 

20. 

11.  What  Mountains,  Lakes  and  Livers?  P.  20. 

RACES  OF  MEN. 

1.  How  are  mankind  divided?  P.  21. 

2.  How  is  the  European  Lace  distinguislied  ? P.  21. 

3.  What  Nations  are  included  in  tlie  European  Lace  ? P.  21. 

4.  How  is  the  Asiatic  race  distinguished?  P.  21 

5.  What  nations  does  it  include?  P.  21. 

6.  How  is  the  American  Indian  race  distinguished?  P.  21. 


GEOGRAriiro 


29 


7.  What  nations  does  it  include?  P.  21. 

8.  How  is  the  Malay  race  distinguished?  P.  21. 

9.  What  nations  are  included  in  this  race  ? P.  21. 

10.  How  is  the  African  race  distinguished?  P.  21o 
11c  What  nations  does  it  include?  P.  21. 

STAGES  OF  SOCIETY. 

Ic  On  what  does  the  social  condition  of  men  depend?  P.  21. 

2o  What  do  the  different  degrees  of  advancement  among  men 
in  these  particulars  form?  How  many  of  these  are  there?  P.  21. 
So  What  can  you  say  of  savage  nations  ? P.  22. 

4.  What  is  the  condition  of  half-civilized  nations?  P.  22. 

5.  What  nations  are  civilized  ? Give  examples.  P.  22. 

6.  For  what  are  enlightened  nations  noted  ? P.  22. 

7o  What  nations  are  enlightened?  How  distinguished?  P.  22. 

GOVERNMENT. 

1.  What  are  the  different  forms  of  government?  P.  22, 

2.  What  is  a Monarchy  ? How  many  kinds  ? Po  22. 

3.  What  is  an  absolute  monarchy?  Limited  monarchy  ? P.22.' 
4o  What  is  an  Aristocracy  ? Democracy  ? P.  22. 

POLITICAL  DIVISIONS. 

1.  What  are  the  Political  divisions  of  the  Earth  ? P.  22. 

2.  What  is  an  Empire  ? Pepublic  ? Kingdom  ? P.  22. 

3.  What  is  the  Chief  Officer  of  a Republic  called  ? P.  22. 

4r  How  is  he  elected? 

5.  How  are  Empires,  Kingdoms,  and  Republics  subdivided? 
P.  22.  , 

6.  How  are  States  subdivided  ? 

RELIGION. 

1.  What  are  the  principal  systems  of  Religion  ? P.  22. 

2.  What  Nations  are  called  Christians  ? P.  23. 

3.  How  are  Christians  subdivided?  P.  23. 

4.  Who  are  Mohammedans  ? Jews  ? Pagans  ? P.  23. 


30 


THE  COMPLETE  EXAMINEK. 


TABLE  OF  RACES. 

1.  How  many  souls  do  the  Caucasian  race  number  ? P,  23. 

2.  How  many  do  the  Asiatic  or  Mongolian  ? P«  23; 

3.  How  many  do  the  African  or  Negro?  P.  23. 

4.  How  many  do  the  Malay  ? P.  23. 

5.  How  many  do  the  American  or  Indian  ? P.  23< 


TABLE  OF  THE  PREVAILING  SYSTEMS  OF  RELIGION. 


1.  How  many  do  the  Jews  number?  P.  23. 

2.  How  many  do  the  Christians  number  ? P.  23. 

3.  How  many  do  the  Pagans  and  Mohammedans  number? 


P.  23o 


NORTH  AMERICA. 

1.  What  part  of  the  globe  does  North  America  comprise? 
P.  27. 

2.  What  is  its  length  ? Breadth  ? P.  27. 

3.  What  Ocean  bounds  North  America  on  the  north  ? P.  27, 
On  the  East?  West?  What  isthmus  connects  it  with 

South  America?  See  map  North  America. 

4.  Bound  the  different  divisions  of  North  America, 
o.  Draw  a map  of  North  America. 

6.  What  sea  between  North  and  South  America?  P.  27. 

7.  Name  the  principal  seas,  Gulfs,  and  Bays  of  N.  A.  P.  27. 

8.  What  strait  between  Asia  and  N.  A.  ? North  of  Brit.  A.  ? 


P.  28. 

9.  What  strait  between  B.  A.  and  Greenland  ? P.  28. 

10.  Name  the  principal  straits  and  sound,  and  locate  them. 
P.  28. 

11.  Locate  the  principal  islands,  and  name  them.  P.  28. 

12.  Name  and  locate  the  principal  capes  and  peninsulas,  P.  28. 

13.  Name  and  give  the  directions  of  the  Mountain  chains.  P. 
28. 


14.  Name  and  locate  the  lakes.  Rivers. 

15.  How  would  you  go  by  boat  and  car  from  Chicago  to  San 
Francisco? 

16.  How  would  you  go  by  steamer  from  Chicago  to  Liverpool? 


GEOGRAPHY. 


^ f 

oi 

17.  How  does  North  America  rank  in  size  among  the  other 
divisions?  P.31. 

18.  What  division  is  most  mountainous?  P.  31. 

19.  What  division  is  most  level?  P.  31. 

20.  Who  inhabit  Russian  America  ? What  is  its  capital  ? P. 
31. 

21.  Are  there  any  Volcanoes  in  it?  Name  them.  P.  31. 

BRITISH  PROVINCES. 

1.  Bound  Briti'sh  America.  See  map  No.  2.  ^ 

2.  In  what  part  is  Hudson’s  Bay  Territory?  Labrador? 

3.  Bound  Upper  Canada.  Lower  Canada.  P.  34. 

4.  Bound  New  Brunswick.  Nova  Scotia.  Newfoundland. 

P.  34. 

5.  Name  the  Oceans,  Seas  and  Bays.  P.  34. 

6.  Name  the  Straits  and  Channels,  Islands,  Capes  and  Lakes. 
i\  34. 

What  rivers  flow  into  James  Bay  ? P.  34. 

8,  What  river  is  the  boundary  between  New  Brunswick?  P. 
34. 

9.  What  river  connects  Lake  Erie  and  Ontario  ? 

10.  Name  the  chief  rivers  and  give  their  directions. 

11.  Draw  a map  of  the  British  Provinces. 

UNITED  STATES. 

L Yf hat  country  bound  the  U.  S.  on  the  North? 

2c  What  ocean  on  the  East  ? What  Gulf  and  country  on  the 
South  ? 

3o  What  ocean  on  the  West?  What  is  the  latitude  of  the 
IJ.  S.? 

4,  What  is  the  longitude  ? How  many  states  are  there  ? 

5 How  many  territories  are  there?  Name  the  States  and 
Territories. 

6,  What  states  border  on  the  Atlantic?  On  the  Gulf  of  Mex- 
ico ? 

7.  On  the  Pacitic?  On  the  Great  Lakes  ? What  States  lie 
west  of  the  Mississippi  ? What  States  are  separated  by  the  (k)ii' 
necticut  ? 


32 


THE  COMPLETE  EXAMINER. 


8.  By  the  Delaware  ? Potomac  ? Savannah  ? Sabine  ? 

9.  By  the  Chattahoochee  ? Ohio  ? What  States  touch  Lake 
Michigan  ? 

10.  What  territories  are  bounded  north  by  British  America? 

11.  What  border  on  the  Pacific?  What  Territory  is  bounded 
by  Mexico  ? 

12.  What  territory  South  of  Origan?  West  of  Kansas? 
North  of  Texas  ? 

13.  Name  the  Gulfs  and  Bays  in  the  State  of  Wis.  Straits 
and  Sounds. 

14.  Locate  all  the  Capes  and  Islands.  All  the  Mountains. 

15.  Name  all  the  Lakes  and  principal  rivers. 

16.  Which  is  the  longest  river  in  the  U.  S.  ? What  is  its 
length  ? 

17.  Which  is  the  largest  branch  of  the  largest  river?  Next? 

18.  What  falls  in  the  U.  S:? 

19.  Name  the  eastern  branches  of  the  Mississippi. 

20.  Name  the  western  branches  of  the  Mississippi. 

Note  —See  Ma^)  of  U.  S.  for  authority  on  all  these  questions. 

21.  Bound  Maine.  Describe  the  surface,  soil  and  climate. 
Tell  what  it  abounds  in.  Mention  the  chief  pursuits  of  the  peo- 
ple. Productions,  The  exports.  , What  is  said  of  Augusta? 
Eastport?  Bangor?  Bath?  The  Capital? 

22.  Bound  and  give  a similar  description  of  every  state  in  the 
U.  S. 

23.  Bound  the  United  States  as  a whole. 

24.  Between  what  parallels  of  latitude  are  the  Uo  S.  ? 

25.  What  is  the  latitude  of  Albany?  Madison,  Wis.?  New 
York?  St.  Louis?  Boston?  Washington?  Chicago? 

26.  What  state  has  the  greatest  amount  of  commerce? 

27.  Which  is  the  greatest  manufacturing  state  ? 

28.  What  is  the  largest  city  in  the  U,  S.  ? In  the  Western 
States  ? 

29.  What  are  the  principal  Atlantic  sea  poits? 

30o  Througli  what  water  would  a vessel  pass  in  going  from  St. 
Louis  to  New  York?  Prom  Chicago  to  Boston? 


GEOGRAPHY. 


33 


31.  What  is  the  principal  natural  curiosity  of  the  Middle 


32.  Bound  the  Eastern  States  as  a whole  and  tell  by  whom 
and  when  they  were  settled,  and  describe  in  the  same  way. 

33.  Bound  the  Middle  States  as  a whole. 

34.  Do  the  same  with  the  Western  States. 

35.  Bound  the  Southern  States  and  tell  when  and  by  whom 
settled. 

36.  Give  the  general  features  of  the  Territories  and  tell  how 
they  are  situated. 


1.  Bound  Mexico.  Give  its  latitude  and  longitude. 

2.  Give  the  principal  features,  climate  and  productions. 

So  Give  the  latitude  of  Cuba.  Hayti.  P.  48. 

4.  Which  is  the  largest  of  the  West  India  Islands?  P 48. 

5.  What  group  north-east  of  it  ? P.  48. 

6.  What  islands  west  of  California  ? P.  48. 

7o  What  mountain  in  Mexico  ? P.  48. 

8.  Give  all  the  Bays  and  Gulfs  in  Mexico  and  West  Indies. 


9.  Name  all  the  Islands  and  Capes. 

10.  Name  all  the  Lakes  and  rivers. 

11.  What  river  between  Mexico  and  W.  States?  P,  48. 

12.  Draw  a map  of  Mexico.  Also  of  the  W.  States. 


1.  Bound  South  America. 

2.  How  many  square  miles  has  it  ? Inhabitants  ? 

3.  What  is  its  latitude  ? Longitude  ? In  what  zone  does  it 


4,  How  many  states  has  South  America  ? Name  them.  P.  85. 

5,  Bound  each  state,  and  give  the  capital  of  each.  P,  85. 


6.  What  states  border  on 'the  Pacific?  On  the  Atlantic?  P. 
85. 

7o  On  the  Caribbean  Sea  ? What  state  has  no  sea  coast  ? P, 
85. 


States  ? 


MEXICO  AND  THE  WEST  INDIES, 


P.  48, 


MAP  OF  SOUTH  AMERICA, 


lie  ? 


34 


THE  COMPLETE  EXAMINER. 


Sc  What  state  entirely  west  of  the  Andes.  Which  is  the  larg- 
est state  ? P.  85. 

9.  What  ocean  east  of  S.  A.?  West?  What  sea  North? 

10.  Name  all  the  Gulfs  and  Bays. 

11.  What  Archipelagoes  on  the  west  coast  of  Patagonia?  P. 
85. 

12.  Locate  and  name  all  the  Islands,  Capes,  Mountains,  Lakes, 
and  Rivers,  and  name  the  largest  river  and  its  branches.  P.  85. 

13.  What  is  S.  A.?  How  divided?  For  what  distinguished? 
P.  87. 

14.  What  is  the  climate ? Soil?  What  are  the  products ? 

15.  What  plants  are  found  in  their  native  state?  What  can 
you  say  of  the  minerals  ? P.  87. 

1 6.  Wild  Animals  ? Of  the  discovery  and  settlement  of  South 
America?  P.  87. 

17.  What  is  the  general  form  of  S.  A.  ? P.  95o 

What  range  of  mountains  extend  through  the  whole  length  ? 

P.  95. 

18.  What  countries  of  S.  A.  are  crossed  by  the  equator?  P. 
95. 

19.  Which  division  has  the  coldest  climate? 

20.  Where  is  gold  found?  Silver?  Copper?  Mercury? 
P.  95. 

21.  Which  is  the  largest  city  of  S.  A.  ? 

22.  How  would  you  go  from  New  York  to  Rio  Janeiro  ? P.  95. 

23.  How  do  people  travel  in  New  Granada  ? P.  95. 

24.,  What  divisions  have  a temperate  climate  ? P.  95. 

25.  Draw  a map  of  South  America. 

^ EUROPE. 

1.  Bound  Europe.  How  many  square  miles  has  it?  P.  102. 

2.  How  many  inhabitants  ? What  is  its  latitude  ? Longitude  ? 
P.  102. 

3.  In  what  zone  is  it  ? What  are  the  principal  divisions  ? P. 

102. 

4.  Which  is  the  most  Northern  ? Eastern  ? Southern  ? 
Western  ? 


GEOGRAPHY. 


35 


5.  Bound  Norway  and  tell  how  many  square  miles  it  has.  In- 
habitants. Climate.  Soil.  Products.  Government.  Religion. 
Education.  Principal  towns.  Mines.  P.  104. 

6.  In  a similar  way  describe  and  bound  each  of  the  divisions 
of  Europe,  and  give  the  capitals.  P.  102. 

7.  What  ocean  west  of  Europe  ? North  ? What  sea  North 
of  Russia?  P.  102. 

8.  W^hat  sea  North  of  Prussia?  East  of  Great  Britain? 
West? 

9.  What  sea  separates  Europe  from  Africa?  P.  102. 

10.  Locate  and  name  the  balance  of  the  seas.  Bays.  Gulfs. 

11.  Name  the  straits  and  channels,  and  tell  what  they  connect 
and  separate.  P.  102. 

12.  Name  all  the  islands  and  tell  what  government  they  belong 
to  and  what  direction  they  are  from  the  government  to  which  they 
belong.  P.  102. 

13.  Name  all  the  Peninsulas  and  tell  how  situated.  P.  102. 

14.  Give  all  the  mountains,  their  situation  and  general  direc- 
tion. P.  102. 

15.  Give  the  name  and  locate  all  the  Lakes.  P.  102. 

16.  Give  the  names,  sources  and  mouths  of  all  the  rivers  and 
their  general  direction. 

17.  Name  the  largest  river  and  its  branches.  P.  102. 

18.  What  is  the  rank  of  Europe  among  the  grand  divisions? 
P.  104. 

19.  What  is  said  of  its  coast  and  surface?  Climate?  Soil? 
Minerals?  P.  104. 

20.  What  is  said  of  the  animals?  Agriculture?  Population? 
Education  ? P.  104. 

21.  What  is  the  condition  of  the  people?  What  religion  pre- 
vails? P.  104. 

22.  What  divisions  of  Europe  are  entirely  separate  from  the 
continent?  P.  125. 

23.  What  is  the  latitude  of  London  ? Paris  ? Rome  ? Lis- 
bon? P.125. 

24.  What  countries  of  Europe  are  mountainous  ? 

25.  What  is  the  climate  of  England?  P.  125. 


36 


THE  C03IPLETE  EXAMINER. 


26.  How  does  the' climate  of  England  compare  with  the  conn* 
tries  of  the  same  latitude  on  the  Western  Hemisphere?  P.  125. 

27.  Which  is  the  largest  city  ? Describe  it. 

28.  Which  are  the  most  commercial  cities  of  Europe  ? P.  125. 

29.  Which  are  the  greatest  manufacturing  cities?  P.  125. 

— 30.  Draw  a complete  map  of  Europe. 

31.  How  does  the  number  of  miles  of  coast  line  in  Europe 
compare  with  that  of  the  other  grand  divisions?  P.  125. 

32.  What  countries  of  Europe  are  Roman  Catholic  ? 

33.  What  countries  are  Protestant?  P.  125. 

34.  What  is  the  form  of  government  of  each  country  ? P..  125. 

ASIA. 

1.  Bound  Asia.  What  is  the  number  of  its  square  miles  ? 
Number  of  inhabitants  ? P.  130. 

2.  What  is  its  Longitude  ? Latitude  ? P.  130. 

3.  In  what  zones  is  Asia? 

4.  With  what  grand  division  is  it  connected?  P.  130. 

5.  Name  its  political  divisions.  Their  capitals.  P.  130. 

6.  What  division  extends  farthest  North?  P.  130. 

7.  Which  fixrthest  South  ? East  ? West  ? 

8.  What  divisions  have  no  sea  coast?  P.  130. 

9.  Name  and  locate  the  Oceans,  Seas,  Gulfs  and  Bays. 

10.  What  is  there  remarkable  in  respect  to  the  Caspian  and 
Aral  seas  ? 

Ans. — They  have  inlets  but  no  outlets. 

11.  Name  the  straits  and  channels  and  tell  what  they  connect 
and  what  they  separate, 

12.  Name  the  principal  inlands  and  tell  where  they  are  situated. 

13.  Give  the  peninsulas  and  principal  capes  of  Asia.  P.  130. 

14.  Describe  the  mountain  scenery  and  deserts.  P.  130. 

15.  Name  and  locate  the  Lakes,  and  give  the  sources,  courses 
and  mouths  of  the  principal  rivers  in  Asia.  P.  130. 

16.  What  is  the  size  of  Asia?  Mention  its  natural  character- 
istics. P.  132. 

17.  For  what  is  it  distinguished ? What  are  cultivated?  P. 
132. 


GEOGRArHY. 


37 


18.  In  what  is  it  rich  ? What  animals  are  found  ? P.  132. 

19.  Who  inhabit  it?  What  is  their  character?  P.  132. 

20.  What  did  Asia  formerly  contain?  P.  132. 

21.  What  is  said  of  agriculture  and  the  arts?  Eeligion?  P. 
132. 

22.  What  has  transpired  here  ? P.  132. 

23.  What  can  you  say  of  the  great  Chinese  wall?  P.  132. 

24.  Where  and  how  high  are  the  Himalaya  mountains  ? P« 
141. 

25.  Where  is  Mount  Sinai?  Ararat?  P.  141. 

26.  What  is  the  latitude  of  Calcutta?  Pekin?  Mecca? 

27.  How  is  Singapore  situated?  Describe  it.  P.  141. 

28.  What  remarkable  tree  is  found  in  Hindostan?  P.  141. 

29.  In  what  have  the  Hindoos  excelled?  P.  141. 

30.  How  would  you  sail  from  New  York  to  Singapore?  P 
141. 

31.  From  Calcutta  to  Constantinople?  P.  141. 

32.  What  is  the  most  noted  product  of  China?  P.  141. 

33.  Draw  a full  Map  of  Asia. 

AFRICA. 

1.  Bound  Africa.  In  what  zones  is  it  situated?  P.  145. 

2.  Point  out  the  principal  divisions  on  the  map.  P.  145. 

3.  What  states  border  on  the  Mediterranean  Sea  ? Eed  ? 

4.  On  the  Indian  Ocean?  Atlantic?  P.  145. 

5.  What  states  have  no  sea  coast  ? What  are  crossed  by  the 
equator  ? 

6.  What  by  the  Tropic  of  Cancer  ? Tropic  of  Capricorn  ? P. 
145. 

7.  What  ocean  east  of  Africa?  West?  What  sea  north? 
P.  145. 

8.  What  ocean  between  Africa  and  Asia?  P.  145. 

9.  Name  and  locate  the  principal  Seas,  Gulf  and  Bays  ? P. 

145. 

10.  What  strait  at  the  entrance  of  the  Mediterranean  Sea? 
R 145. 

11.  What  channel  between  Mozambique  and  Madagascar?  P* 

145. 


88 


THE  COMPLETE  EXAMINER. 


12.  Name  and  tell  how  situated,  the  Islands,  Isthmus  and 
Capes.  P.  145. 

13.  Describe  the  Mountains,  Deserts  and  Oases. 

14.  Name  the  lakes,  and  give  the  source,  course  and  mouths  of 
the  chief  rivers  of  Africa.  P.  145. 

15.  What  is  the  position  of  Africa?  What  is  said  of  its  coast? 
P.  147. 

16.  What  is  the  size  of  Africa?  Climate  ? Minerals?  P.  147. 

17.  What  is  said  of  its  mountains  and  deserts?  P.  147. 

18.  Of  its  soil  and  productions ? Animals?  Birds-?  P.147. 

19.  By  whom  is  Africa  inhabited?  What  did  Africa  formerly 
contain?  P.  147. 

20.  Name  the  Barbary  States  How  situated?  P.  148. 

21.  What  is  said  of  the  valley  of  the  Nile?  Climate? 

22.  What  was  Egypt  anciently ? Thebes?  Cairo?  P.149. 

23.  Describe  the  pyramid  near  Cairo.  P.  149. 

24.  Where  are  the  Snow  mountains?  P.  155. 

25.  With  what  other  grand  division  is  Africa  connected  ? P. 
155. 

26.  What  great  desert  in  Africa  ? Describe  it.  P.155. 

27.  What  rivers  in  Africa?  P.  155. 

28.  What  is  the  government  of  Egypt  ? P.  155. 

29.  What  states  in  the  south  temperate  zone?  P.  155. 

30.  Draw  a complete  map  of  Africa.  P.  155. 

31.  For  what  is  St.  Helena  noted?  P.  155. 

MAP  OP  OCEANICA. 

1.  In  what  two  oceans  are  the  Islands  of  Oceanica  situated? 
P.  159. 

2.  AYhich  are  the  three  great  divisions  of  Oceanica?  P.  159. 

3.  What  part  of  Oceanica  constitute  Malaysia? 

4.  What  part  Australasia ? Polynesia?  P.159. 

5.  Name  and  locate  the  principal  Islands.  P.  159. 

6.  Give  the  Seas,  Gulfs,  Baj^s  and  Straits. 

7.  Mention  the  Capes,  Mountains  and  Bivers.  P.  159. 

8.  Which  is  the  largest  of  the  Sandwich  Islands?  P.  159. 

9.  Mention  the  principal  towns. 


PHYSICAL  GEOGRAPHY. 


39 


10.  Which  is  the  largest  town  on  the  map  of  Oceani-ca?  P.159. 

11.  What  division  of  Oceanica  is  nearest  America  ? P.  162. 

12.  On  what  island  is  Mount  Ophir?  Where  is  Botany  Bay? 
P.  163. 

13.  What  islands  are  crossed  by  the  equator?  P.  163. 

14.  What  is  the  latitude  of  the  Sandwich  Islands?  P.  163. 

15.  What  is  the  longitude  of  the  Sandwich  Islands?  P.  163. 



CHAPTER  lY. 

PHYSICAL  GEOGRAPHY. 

1.  Of  what  does  Physical  Geography  treat  ? P.167.  (Camp’s 

High  School  Geography.) 

2.  What  has  Descriptive  Geography  taught  of  the  surface  of 
the  earth?  P.  167. 

3.  What  is  said  of  the  Heat  of  the  earth?  (Geology)  P.  167. 

4.  In  what  state  is  the  interior  of  the  earth  supposed  to  be? 
P.  167. 

5.  What  is  said  of  the  crust?  How  far  has  it  been  penetrated? 
P.  167. 

6.  How  much  of  its  composition  is  supposed  to  be  known  ? P. 

167. 

7.  How  many  simple  elements  are  there?  P.  167. 

8.  How  many  species’ of  minerals  are  known?  P.  167, 

9.  Which  are  the  most  common  minerals?  P.  167. 

10.  How  are  they  combined?  What  is  meant  by  the  term 
rock?  P.  167. 

11.  How  are  rocks  classified?  What  are  stratified  rocks?  P- 
167.' 

12.  Unstratihed  rocks?  Igneous  rocks?  Plutonic  rocks?  P. 
167. 

13.  Volcanic  rocks?  Aqueous  rocks?  Metamorphic  rocks? 
P.  168. 

14.  Fossiliferous  rocks?  Describe  the  Granite  rocks.  P.168. 

15.  What  are  the  lowest  stratified  rocks?  P.  168. 

1 6.  Mention  the  succeeding  series  in  their  order.  P.  1 68. 

17.  What  other  unstratified  rocks  occur?  P.  168. 


40 


THE  COMPLETE  EXAMINEE. 


18.  What  is  said  of  the  effect  of  certain  rocks?  P.  168. 

19.  Of  changes  now  taking  place?  P.  168. 

20.  What  are  the  Carboniferous  rocks  and  what  position  found 
in?  P.168. 

CONTINENTS  AND  ISLANDS. 

1.  What  continent  is  the  most  simple  in  form?  P.  169. 

2.  Is  there  apy  similarity  in  the  two  continents  ? What  ? P. 

169. 

3.  Describe  the  characteristics  of  the  Western  Continent. 
Eastern.  P.  169. 

4.  How  are  the  islands  divided? 

5.  What  is  said  of  the  Continental  islands?  Volcanic?  P.169. 

6.  Of  Coral  islands?  Coral  Reefs?  P.  170. 

MOUNTAINS  AND  VOLCANOS. 

1.  How  do  Mountains  occur?  Volcanos?  P.  170. 

2.  What  is  a Mountain  system  ? To  what  do  they  correspond  ? 

3.  Describe  the  principal  systems  of  the  Western  continent. 

4c  Of  the  Eastern  continent.  What  is  peculiar  to  each  ? P. 

170. 

5.  What  is  meant  by  volcanic  action  ? 

6.  How  many  volcanos  are  now  active?  P.  170. 

7.  Describe  the  chief  volcanic  regions.  P.  170. 

8.  For  what  is  Stromboli  noted?  Hecla?  Cotopaxi?  P.171. 

9.  Jorullo  ? What  are  earthquakes  ? 

10.  Mention  some  of  the  most  destructive.  P.  171. 

PLATEAUS  AND  PLAINS. 

1.  What  are  Plateaus?  Plains?  P.  171. 

2.  Which  continent  is  distinguished  for  its  plains  ? 

3.  Its  plateaus  ? Describe  the  Plateau  of  N.  America.  P.  172. 

4.  Of  S.  America.  Asia.  Describe  the  Plain  of  N.  America. 
P.  172. 

5.  Of  S.  America.  Of  Europe.  Asia.  Africa.  P.  172. 

WATER. 

1.  How  are  the  waters  of  the  land  found?  P.  172. 


PHYSICAL  GEOGRAPHY. 


41 


2.  Describe  Springs.  Hot  and  Boiling  Springs.  P.  172. 

3.  What  is  meant  by  the  basin  of  a river?  P.  173. 

4.  Mention  the  principal  basins  on  the  land. 

5.  Upon  what  does  the  velocity  of  a river  depend?  P.  172» 

6.  In  what  direction  do  the  largest  rivers  flow  ? 

7.  What  are  deltas?  How  formed?  P.  173. 

OCEAN, 

1.  What  is  meant  by  the  basin  of  an  ocean?  P.  174. 

2.  Describe  the  Hydrographic  system  of  the  ocean.  P,  174. 

3.  Describe  the  Waves,  Tides,  Currents.  P.  174. 

4.  What  causes  the  Antarctic  Current?  The  Gulf  Stream? 
r.  174. 

5.  What  causes  the  Equatorial  Current?  P,  175. 

6.  Give  the  cause  of  the  South  Connecting  Current, 

7.  Point  the  course  of  the  Japan  Current.  P.  175. 

8.  What  is  the  cause  of  the  Sargasso  Sea?  P.  175. 

ATMOSPHERE  AND  MOISTURE. 

1.  What  is  the  Atmosphere?  What  is  Temperature?  P.  175. 

2.  Upon  what  does  the  Temperature  of  a place  depend?  P.  175. 

3.  What  causes  wind ? Hot  winds?  Hurricanes?  P.176. 

4.  What  the  Trade  Winds?  Peturn  Trades?  P.  176. 

5.  What  is  the  cause  of  the  Monsoons?  Water  Spouts?  P, 
176. 

6.  What  is  Dew?  Frost?  Mists  and  Fogs?  Pain?  Hail 
and  Snow?  Give  the  cause  of  each.  P.  177. 

7.  Where  are  rains  periodical?  Frequent?  No  rain?  P.177. 

8.  What  is  the  annual  fall  of  rain?  What  is  meant  by  snow 
line  ? 

9.  What  are  Glaciers ? Climate?  Isothermal  Lines ? P.  177s 

10.  Where  is  there  the  most  rain,  and  how  much? 

Ans. — Cherrafongi,  Southern  India,  inches. 

11.  Where  is  the  least  rain,  and  how  much  is  there  ? 

Ans. — Fort  Yuma,  California,  1-rVw  inches. 

’ ’10  0 

12.  By  what  is  climate  effected?  P,  17Z 


42 


THE  COMPLETE  EXAMINER. 


PLANTS  AND  ANIMALS. 

1.  What  is  the  estimated  number  of  species  of  plants  on  the 
globe?  P.  178. 

2.  What  is  said  of  the  native  region  of  plants?  P.  178. 

3.  Of  the  distribution  of  plants?  • P.  178. 

4.  What  are  most  important  influences  effecting  vegetation? 

5.  What  is  said  of  the  vegetation  of  the  Torrid  Zone  ? P.  178. 
G.  Of  the  Temperate* Zone ? Frigid  Zone?  P.  178. 

7..  What  can  you  say  of  local  and  restricted  botanical  regions  ? 
P.  178. 

8.  How  are  Animals  adapted  to  different  climates?  P.  179. 

9.  What  is  said  of  the  clothing  of  animals  of  different  zones  ? 
P.  179. 

10.  What  animals  does  the  Torrid  Zone  contain?  P.  179. 

11.  W^hat  kind  of  birds?  Where  are  the  coral  tribes  found? 
P.  179. 

12.  What  classes  of  animals  belong  to  the  different  zones?  P. 
179. 

13.  What  is  said  of  animals  peculiar  to  particular  regions? 
P.  179. 

14.  How  does  Physical  Geography  differ  from  Political  Geog- 
raphy? P.  179. 

15.  Draw  a new  map  of  the  U.  S.  with  Isothermal  Lines. 

Note. — I could  liaTe  multiplied  these  questions  four  fold:  hut  perhaps  the  answers  given 
would  not  have  developed  more  principles  than  clear  answers  to  the  comprehensive  ques 
tions  already  proposed- 


CHAPTER  V, 

PENMANSHIP. 

Rkm.ark. — The  law  requires  that  candidates  for  teaching  shall  be  exam* 
ined  in  Penmanship.  Fet  with  few  exceptions  little  or  no  attention  is  given 
to  the  subject;  as  a result,  poor  penmanship  is  generally  found  in  all  our 
schools.  Good  penmanship  is  an  exception,  unless  a teacher  has  been  cm* 
ployed  especially  for  that  branch.  This  is  wholly  unnecessary. 

The  following  references  to  questions  on  penmanship  are  to  the  “Manu- 
al OF  Penmanship,”  by  Payson,  Dunton,  Scribner  & Hays.  Authors  of  the 
Combined  System  of  Penmanship. 

P.  stands  for  the  page  of  the  Manual. 


PENMANSHIP. 


43 


1.  What  is  Penmanship  ? 

Ans — The  art  of  writing. 

2.  What  may  reasonably  be  expected  from  the  school  course 
of  writing?  P.  19. 

3.  Wliieli  should  be  taught  first,  knowledge  of  forms,  or  com- 
mand of  the  pen?  P.  21. 

4.  Can  a bad  writer  teach  penmanship  successfully  ? P.  23. 

5.  Mention  all  the  requisites  for  an  exercise  in  writing.  P.  25. 

6.  How  many  are  there  in  all  ? 

7.  What  is  said  about  Script  and  PrintV'^  P.  37. 

8.  Why  should  one  differ  in  form  from  the  other? 

9.  What  can  you  say  about  Lines  and  Angles  ? P.  42. 

10.  What  degrees  should  the  Angles  be?  P.  45. 

11.  What  can  you  say  of  the  Position  ? Pests  and  Movements'^ 
P.  46. 

12.  What  can  you  say  of  the  Elements  and  Principles'^  P.  57. 

13.  What  is  the  first  Element'^  P.  60. 

14.  What  is  the  second  Element'^  P.  60. 

15.  Describe  the  third  Element.  Fourth.  Fifth.  P.  60. 

16.  How  many  principles  from  the  five  Elements?  P.  60. 

17.  The  main  lines  have  a slope  of  how  many  degrees?  P.  60. 

18.  The  connecting  lines  how  many  cfegrees?  P.  60. 

19.  How  many  Elements  are  there  in  the  First  Principle?  P.  60. 

20.  How  many  Elements  form  the  Second  Principle?  P.  61. 

21.  How  many  form  the  Third  Principle?  P.  61. 

22.  How  many  form  the  Fourth  Principle?  P.  61. 

23.  How  many  form  the  Fifth  Principle?  P.  62. 

24.  Explain  the  Sixth  Principle. 

25.  What  Elements  are  there  in  the  letter  0?  (See  elements 
Plate.) 

26.  What  is  said  about  the  Scale  of  Length'^  P.  63. 

27.  Give  the  rule  for  Scale  of  Length,  P.  63. 

28.  Give  the  rules  for  small  letters.  P.  65,  66. 

29.  Give  the  caution  mentioned  on  page  72. 

30.  Give  the  analysis  of  the  figures.  P.  74. 

31.  Describe  the  principles  found  in  the  Capitals.  P.  76. 

32.  Give  the  general  rule  for  Capital  Letters,  P.  7 8. 


44 


THE  COlViPLETE  EXAMI^’EK. 


33.  Give  the  caution  mentioned  on  pages  79  and  80. 

34.  What  is  said  about  the  classes  of  small  letters?  P.  87. 

35.  What  letters  belong  to  the  First  Class‘d  P.  87. 

36.  To  the  Second  Class,  Third  Class  and  Fourth  Class?  P. 
87. 

37.  What  are  the  characteristics  of  the  letters  ? P.  88. 

38.  What  is  said  about  the  order  in  which  the  small  letters  are 
introduced?  P.  88. 

39.  Describe  the  combination  of  letters,  and  give  the  rules. 
P.  94. 

40.  Give  and  explain  the  Schedule  of  Topics  and  Course  of 

instruction  as  found  on  pages  104  and  105.  Explain  topics  on 
page  146.  Mention  anything  else  important  in  teaching  penman- 
ship. ' 


CHAPTEE  VI. 

BOOK-KEEPING. 

Although  the  Law  does  not  demand  that  a candidate  shall  be  examined 
in  Book-Keeping,  yet  that  is  no  reason  why  the  teacher  should  not  be  quali- 
fied to  teach  that  which  all  the  youth  of  the  la7id  are  going  forth  to  prac- 
tice. A few  questions  are  therefore  given  on  this  important  branch. 

The  following  references  in  the  questions  on  Book-Keeping  are  to  “Bry- 
ant & Stratton’s  National  Book-Keeping,”  “High  School  Edition.”  The 
best  work  published  on  the  subject. 

P.  stands  for  page. 

1.  What  is  Book-Keeping?  In  what  does  business  consist? 
P.  11. 

2.  How  many  methods  of  Book-Keeping  are  there,  and  how 
distinguished?  P.  11. 

3.  Which  is  the  better  method,  and  for  what  reason?  P.  11. 

4.  What  is  the  characteristic  feature  of  Double  Entry?  P.  11. 

5.  Why  must  each  Transaction  be  entered  twice  on  the  Ledger? 
P.  11. 

6.  What  are  the  three  main  books  in  Double  Entry?  P.  11. 

7.  Which  two  are  sometimes  combined  in  one?  P 11. 

8.  Describe  the  Day  Book.  AYhat  should  be  the  character  of 
its  expression?  P.  11. 

9.  Why  is  the  Day  Book  alone  produced  in  Courts?  P«  11. 


BOOK-KEEPING. 


45 


10.  What  other  importance  has  it  ? Describe  the  Ledger.  P. 

12. 

11.  What  is  the  character  of  the  Ledger?  P.  12. 

What  is  an  account?  P.  12. 

12.  Which  is  the  Debit  and  which  the  Credit* side  of  an  ac- 
count? P.12, 

13.  What  is  a Resource ? Liability?  Cash  Term?  P.14. 

14.  For  what  is  cash  Account  Debited?  Credited?  P.  14. 

15.  What  is  shown  by  the  diherence  between  the  sides  ? P. 

14. 

16.  Which  side  of  a Cash  account  must  be  the  greatest^  and 
why?  P.14. 

17.  What  is  meant  by  Bills  Receivable?  Payable?  P.  14. 

18.  For  what  is  Bills  Receivable  Account  Debited  ? Credited? 
P.  14. 

19.  For  what  is  Bills  Payable  Account  Debited?  Credited? 

P.  14. 

20.  What  is  shown  by  the  difference  ? P.  14. 

21.  What  is  a Merchandise  Account?  With  what  Debited? 
Credited?  P.14. 

22.  What  is  Real  Estate?  How  is  the  Account  kept?  P.  15. 

23.  Wherein  are  Accounts  with  Bank  Stock,  Railroad  Stock, 
&c.,  similar  to  Merchandise?  P.  15. 

24.  What  are  Personal  accounts ? With  what  debited?  Cred- 
ited? P.15. 

25.  What  is  meant  by  Shipment  or  Adventure  ? How  do  they 
differ  from  Merchandise  ? What  is  meant  by  the  term  Stock  ? 
P.  15. 

26.  What  do  Stock  Accounts  show?  Explain  the  manner  of 
keeping  Stock  Accounts.  P.  16,  and  Formula  (P.  17.) 

State  the  six  general  principles  in  keeping  accounts.  P.  16. 

27.  What  should  the  pupil  keep  in  view  when  Journalizing? 
P.  20. 

28.  What  is  Posting  ? Why  is  it  necessary  to  observe  care  in 
Posting  ? P.  20. 

29.  When  should  the  Check  Mark  ('/)  be  made  in  the  Day 
Book,  and  where  ? P.  20. 


46 


THE  COMPLETE  EXAMINER. 


30o  Why  is  a Trial  Balance  so  called  ? P.  27. 

31.  Can  a correct  Trial  Balance  be  had  which  will  contain  sim- 
ply the  Balance  of  the  Ledger  Account  ? P.  28. 

32.  What  will  a Ledger  properly  kept  show  at  any  time  ? P. 
28. 

33.  What  kind  of  Resources  can  not  be  shown  from  the  Ledger? 
P.  28. 

34.  How  many  classes  of  Accounts  are  there  ? P.  29. 

35.  What  Accounts  are  called  Real?  What  Representative? 
P.  29. 

36.  For  what  purpose  is  Stock  Opened?  P.  32. 

37.  What  is  the  chief  difficulty  v/ith  pupils  in  closing  the 
Ledger?  P.  33. 

38.  Describe  the  manner  of  closing  tlie  Ledger  in  regular  steps. 
P.  34. 

39.  Define  Gash  Booh  Bill  Booh  Commission  Ledger  Book. 
Invoice  Book.  Describe  the  form  of  Notes,  Drafts,  &c. 

40.  State  any  other  principle  in  Book-Keeping  not  implied  in 
the  foregoing  questions. 


CHAPTER  VII. 

GRAMMAR. 

Remark. — Many  candidates  can  recite  the  Grammar  from  beginning  to  end, 
yet  in  the  application  of  the  ’principles  in  analyzing  language,  they  fail  sad- 
ly. Again  those  who  are  able  to  tell  the  part  of  speech  readily  in  the  sen- 
tences taken  from  the  Grammar,  still  make  many  bad  mistakes  in  general 
analysis.  It  is  of  the  highest  importance,  therefore,  that  every  candidate 
should  so  thoroughly  qualify  himself  in  the  principles  of  the  science,  that 
he  may  be  able  to  judge  of  the  part  of  speech  from  the  office  the  word 
performs  in  the  sentence.  Every  good  student  of  Grammar  knows  that  the 
SAME  WORD  varies  its  part  of  speech  as  it  varies  its  office  in  different  senten- 
ces. 

Note. — The  following  references  in  the  questions  on  Grammar  are  to 
Clark’s  English  Grammar,  Revised  Edition.  Def.  stands  for  definition, 
Obs.  for  observation.  Rem.  for  remark.  Pr.  for  principle.  R.  for  rule* 
Ex.  for  example.  P.  for  page. 

LANGUAGE. 

1.  What  is  Language?  Def.  1. 


GRAMMAR. 


47 


2.  How  are  thoughts  and  indicated  ? Def.  1,  Obs.  1. 

3.  What  can  yon  say  of  Natural  Language  ? Def.  1.  Obs.  2. 

4.  Describe  Artificial  Language.  Def.  1.  Obs.  3. 

5.  Of  what  does  Spoken  Language  consist  ? Def. 

6.  Of  v/hat  does  Written  Language  consist?  Def. 


GRAMMAR. 

1.  What  is  Grammar?  Define  General  Grammar.  Def.  4. 
Obs.  1. 

2.  What  is  Particular  Grammar  ? Def.  4.  Obs.  2. 

3.  AVliat  should  every  Particular  Grammar  include  ? Def.  4. 
Rem. 

4.  What  is  English  Grammar  ? Define  a letter.  Def.  5,  6. 

5.  Define  a Word,  What  is  a Phrase?  Def.  7,  8.  Rem. 

6.  Point  out  the  Phrases  in  the  following : 

“At  midnight,  in  his  guarded  tent, 

The  Turk  was  dreaming  of  the  hour 
When  Greece,  her  knee  in  suppliance  bent, 

Should  tremble  at  his  power.” 


7.  What  is  a Sentence  ? Def.  9. 

8.  Illustrate  your  definition  by  examples.  Def.  9,  Ex. 

WORDS. 


1.  Words  are  distinguished  as  how  many  Parts  of  Speech? 
Prill. 


2.  Give  the  Parts  of  Speech.  Prin. 

3.  Describe  a Noun.  K Pronoun, 

12.  ^ 


An  Adjective. 


Def.  10- 


4.  Illustrate  each  of  the  above  by  an  example, 

5.  Describe  a Verb,  and  tell  what  belongs  to  it.  Def.  13. 
G.  Define  an  Adverb.  A Preposition.  Def.  14,  15. 

7.  W^hat  is  a Conjunction  ? 

Ans. — A word  used  to  connect  words,  phrases,  and  sentences. 

8.  What  is  an  Exclamation?  Def.  17. 

9.  What  is  a Word  of  Euphony?  Def.  18. 

10.  Give  examples  of  Words  of  Euphony. 


“There  are  no  idlers  here.”  “Now,  then,  we  are  prepared  to  defend  our 
position.” 


48 


THE  COMPLETE  EXAMINER. 


PHRASES. 

1.  For  what  are  Phrases  used?  Rem.  P.  19. 

2.  How  are  Phrases  distinguished?  Prin.  P.  19. 

3.  What  is  a Substantive  Phrase?  Def.  19. 

4. '  Point  out  and  tell  the  offices  the  Phrases  perform  in  the  fol- 
lowing sentences : 

“To  be,  contents  his  natural  desire.”  “His  being  a minister  prevented 
his  rising  to  civil  power.”  “I  doubted  his  having  been  a soldien” 

5.  What  offices  do  Substantive  Phrases  perform?  Def.  19, 
Obs. 

6.  What  is  the  office  of  an  Adjective  Phrase  ? Def.  20. 

7.  Designate  the  Adjective  Phrases  in  the  following : 

“The  time  of  my  departure  is  at  hand.”  “Forgetting  the  things  that  are 
behind  I press  forward.” 

8.  What  is  an  Adverbial  Phrase?  Def.  21. 

9.  Designate  the  Adverbial  Phrases  in  the  following : 

“God  moves  in  a mysterious  way.”  “Truth  crushed  to  earth  will  rise 
again.” 

10.  Define  an  Independent  Phrase.  Def.  22. 

11.  What  office  does  an  Independent  Phrase  perform  in  a sen- 
tence? Def.  22,  Obs. 

12.  Designate  the  Independent  Phrases  in  the  following: 

“The  hour  having  arrived  we  commenced  the  exercises.” 

“The  sun  having  risen,  we  set  sail.” 

“The  bugle  having  sounded,  the  charge  was  made.” 

13.  .If  you  approve  of  distinguishing  Phrases  according  to 
their  forms,  instead  of  the  offices  which  they  perform,  tell  how 
many  classes  there  are,  and  name  them.  Def.  22,  Prin. 

14.  Describe  a Prepositional  Phrase.  Give  an  Ex.  Def  23. 

15.  Describe  an  Infinitive  Phrase.  Give  an  Ex.  Def  24. 

16.  Describe  a Participal  Phrase.  Give  an  Ex.  Def  25. 

17.  Give  a sentence  illustrating  an  Independent  Phrase.  Def 
26. 

18.  Of  what  does  a Phrase  consist?  Def.  26,  Pr. 

19.  What  are  the  principal  elements  of  a Phrase?  Def.  27. 


/ 


GRAMMAR. 


49 


20.  Define  the  Adjuncts  of  a Phrase.  Def.  28. 

21.  Designate  the  Principal  Elements  and  Adjuncts  in  the  fol- 
lowing : 

‘‘  Birds  sang  amid  the  whispering  shade.” 

“Rays  of  limpid  light  gleamed  round  their  path.” 

22.  What  is  the  leader  or  connective  of  a Phrase?  Def.  29, 
Ohs. 

23.  Point  out  the  leaders  or  connectives  in  the  following : 

“Like  a spirit  it  came,  in  the  van  of  a storm.” 

“Enough  remains  of  glimmering  light 
To  guide  the  wanderer’s  steps  aright.” 

“I  am  monarch  of  all  I survey; 

My  right  there  is  none  to  dispute.” 

24.  Define  a Participle.  Describe  a Subsequent  or  essential 
element  of  a Phrase. 

25.  When  any  element  of  a Phrase  is  suppressed,  how  do  you 

treat  that  part  of  the  Phrase  which  is  expressed  ? P.23.  Ohs.  2. 

26.  Designate  the  Subsequent  of  a Phrase,  and  illustrate  the 
principle  in  question  25  th  from  the  following : 


“At  parting,  too,  there  was  a long  ceremony  in  the  Hall ; buttoning  up 
great  coats,  tying  on  woolen  comforters,  pinning  silk  handkerchiefs  over  the 
mouth  and  up  to  the  ears,  and  grasping  sturdy  walking  canes  to  support 
unsteady  feet.”  “These  crowd  around  to  ask  him  of  his  health.”  “Wil- 
liam came  home.”  “Mary  has  come  to  school  early.”  “I  love  to  see  the 
sun  rise.” 

SENTENCES. 

1.  What  is  a Sentence  ? P.  23.  Pern. 

2.  What  are  the  Elements  of  a Sentence  ? Def.  32. 

3.  What  is  essential  to  the  structure  of  a Sentence  ? Def.  32. 

4.  What  is  the  Subject  of  a Sentence  ? Def.  32.  Pern.  1. 

5.  What  are  the  parts  of  a Sentence  ? P.  24.  Prin. 

6.  What  is  the  Predicate  of  a Sentence  ? Def.  32.  Pern. 

7.  What  are  Principal  Elements  ? Adjunct  Elements  ? Def. 
33,  34. 

8.  Point  out  the  Principal  and  Adjunct  Elements  in  the  follow- 
ing sentences : 


“The  night  passed  away  in  song.” 
Ing  mark.” 


“ The  King  of  Shadows  loves  a shin- 


3 


50 


THE  COMPLETE  EXAMINER. 


“There  in  his  noisy  mansion,  skilled  to  rule, 

The  village  master  taught  his  little  school.” 

9r  Define  Subordinate  Elements,  and  designate  them  in  the 
following : 

“ Lend  me  your  songs,  ye  Nightingales.”  “ Oh  Liberty ! I wait  for  thee.” 
“There  are  no  idlers  here.”  “I  sit  me  down  a pensive  hour  to  spend.” 

10.  What  must  every  Sentence  have  ? Def.  35. 

11.  Is  there  any  distinction,  between  a Logical  and  Grammati- 
cal Subject  ? If  so  give  it. 

12.  What  is  the  difference  between  a Grammatical  and  Logi- 
cal Predicate  ? Give  the  distinction  between  a Grammatical  and 
Logical  Object.  Def.  37,  38. 

13.  In  the  following  Sentences  tell  whether  the  Subject,  Predi- 
cate and  Object  are  Grammatical  or  Logical: 

“Birds  fly.”  “Knowledge  is  power.” 

“ They  that  seek  me  early,  shall  find  me.” 

“To  do  good,  is  the  duty  of  all  men^” 

“At  what  tim^he  took  orders,  doth  not  appear.” 

“ That  all  men  are  created  equal  is  a self-evident  truth.” 

“Thou  art  perched  aloft  on  the  beetling  crag.” 

“I  regret  his  being  absent.” 

“ The  fool  hath  said  in  his  heart,  there  is  no  God.” 

“ God  said,  let  there  be  light.” 

“ God  never  meant  that  man  should  scale  the  heavens, 

By  strides  of  human  Wisdom.” 

DIAGRAMS. 

1.  What  is  a diagram,  and  what  is  its  object  in  Grammar  ? 
P.  36. 

2.  What  determines  the  position  of  an  element  in  the  Diagram  ? 
Rem. 

3.  Illustrate  by  an  example.  P.  36. 

GENERAL  RULES. 

1.  What  position  do  the  principal  elements  occupy  in  the  Dia- 
gram? R.  P.  36. 

2.  What  position  do  the  subject,  predicate,  and  object,  occupy 
in  a Diagram  ? R.  2,  3,  4.  P.  36,  37, 


GRAMMAR. 


51 


3,  What  position  do  the  Adjunct,  Conjunction  and  Relative 
Pronoun  occupy  in  a diagram?  R.  5-10,  12.  P.  37,  38. 


1.  How  are  Sentences  distinguished  ? Pr.  P.  38. 

2.  Describe  an  Intransitive  Sentence,  and  give  an  example. 


3.  Define  a Transitive  Sentence,  and  give  an  example.  Def. 


4.  In  the  following  Sentences,  designate  which  are  Transitive^ 
and  which  Intransitive : 

“God  is  love.”  “On  some  fond  breast  the  parting  soul  relies.”  “Vir- 
tue secures  happiness.”  “Fishes  swim.”  “Industry  promotes  health  and 
wealth.”  “John  walks.” 


5.  a Simple  Sentence.  A Compound  Sentence.  Defi 

45,  4( 


6.  following,  tell  which  are  Compound,  and  which  Sim- 

ple : 


Frank  is  diligent.  James  is  quiet.  The  boys  run.  Maggie  and  Flora 
study  Latin.  “Temperance  elevates  and  ennobles  man.” 

7.  What  are  the  clauses  of  a Compound  Sentence  ? Def.  46, 


John  and  James  study  Philosophy.  Anna  reads  Latin  and  French. 
Phebe  studies  and  recites  Algebra  and  Geometry.  Slowly  and  sadly  Min- 
nie and  Maggie  ride  and  walk  up  yon  high  and  distant  mountain  and  wood- 
land. 

9.  What  is  a Mixed  Sentence  ? Def.  46,  (e.) 

10.  Designate  which  of  the  following  Sentences  is  Mixed : 

“Time  slept  on  flowers  and  lent  his  glass  to  hope.” 

“Who  can  observe  the  careful  ant,  and  not  provide  for  future  want.” 

11.  What  is  a Principal  Sentence?  Def.  47. 

12.  Describe  an  Auxiliary  Sentence.  -Def.  48. 

13.  Define  a Complex  Sentence.  Def.  48.  Obs.  P.  42. 

14.  Designate  which  of  the  following  Sentences  is  Principal. 
Which  Auxiliary.  Which  Complex  : 


CLASSIFICATION  OF  SENTENCES. 


Def.  43. 


44. 


(j.) 


8.  Designate  in  the  following,  what  clauses  are  Compounded : 


62 


fHE  COMPLETE  EXAMINER, 


«.  Man  is  mortal. 

6.  He  hath  brought  many  prisoners  from  Vicksburg, 

c.  “ The  fur  that  warms  a monarch  warmed  a bear.” 
d “ Sweet  was  the  sound,  when  oft,  at  evening’s  close, 

e.  Up  yonder  hill  the  village  jnurmur  rose.” 

f.  “I  have  a temple  in  every  heart,  that  owns  my  influence.” 

15.  How  are  Auxiliary  Sentences  distinguished  ? P.  42,  Prin. 

16.  Define  a Substantive  Sentence.  Def.  49. 

17.  What  is  an  Adjective  Sentence  ? Def.  5.0. 

18.  Describe  an  Adverbial  Sentence.  Def.  51. 

19.  In  the  following, -designate  the  Substantive  Sentences,  the 
Adjective  Sentences,  and  Adverbial  Sentences : 

a.  “That  man  is  liable  to  err,  is  evident  to  all.” 

b.  “ James  refused  to  tell  what  caused  him  to  commit  the  deed.” 

c.  “He  that  getteth  wisdom  loveth  his  own  soul.” 

d.  “That  life  is  long,  which  answers  life’s  great  end.” 

e.  “Teachers  are  anxious  that  their  pupils  should  improve.” 

f.  “How  dear  to  my  heart  are  the  scenes  of  my  childhood, 

g.  When  fond  recollection  presents  them  to  view.” 

ETYMOLOGY. 

1.  Define  Proximate  Analysis.  Ultimate  Analysis.  Rem.  2, 
3,  P.  69. 

2.  What  is  embraced  in  the  Science  of  Language  ? . Pr.  P.  69. 

3.  Define  Orthography.  (See  first  Chap,  of  the  Examiner.) 

4.  What  does  Etymology  treat  of?  Syntax  ? P.  69. 

5.  What  is  Prosody,  and  of  what  does  it  treat  ? 

6.  What  does  a true  system  of  Analysis  require  ? Rem.  P 
69. 

7.  How  are  words  distinguished?  Pr.  70. 

8.  Define  a Radical  word.  Derivative  word.  Def.  52,  53. 

9.  Must  a word  that  is  Radical  in  English,  be  Radical  in  the 
language  from  which  it  is  derived?  Obs.  P.  70. 

10.  How  are  the  parts  of  a compound  word  usually  written  ? 
Obs.  P.  70. 

11.  What  is  the  Basis  of  a Compound  word  ? Adjunct?  Def. 
56,57. 

12.  What  is  the  distinction  between  a Derivative  and  Compound 
word?  R.  P.  71.* 


GRAMMAR. 


53 


13.  Define  a Prefix  and  its  office.  Def.  58. 

14.  Describe  a Suffix  and  its  office.  Def.  59. 

15.  How  are  Prefixes  and  Suffixes  distinguished?  Pr.  P.  71. 

16.  What  is  a Separable  Radical?  Def.  60. 

17.  Describe  an  Inseparable  Radical.  Def.  61. 

18.  Designate  the  Radical  and  Derivative  words  in  the  follow- 
ing: 

a.  “The  profoundest  depths  of  man’s  intellect  can  be  fathomed.” 
h.  “In  the  loftiest  flights  of  his  imagination  he  can  be  followed.” 

c.  “Dryden  often  surpasses  expectation.” 

d.  “Pope  never  falls  below  it.” 

e.  “Behold  the  majestic  monarch  of  the  clouds.” 

19.  Designate  the  Simple  and  Compound  words  in  the  follow- 
ing; 

a.  “Flag  of  the  free  heart’s  only  home, 
h.  By  angel  hands  to  valor  given, 

c.  Thy  stars  have  lit  the  welkin  dome, 

d.  And  all  thy  hues  were  born  in  heaven. 

e.  Forever  float  that  standard  sheet ; 

f.  Where  breathes  the  foe  but  falls  before  us ; 

g.  With  Freedom’s  soil  beneath  our  feet, 

7^.  And  Freedom’s  banner  streaming  o’er  us.” 

20.  Designate  the  Prefixes  and  Suffixes,  the  Separable  and  In- 
separable Radicals  in  the  following : 

a.  Goodness  sake  absolve  dangerous  formations. 

h.  Undertake  to  overtake  consular  uniforms. 

c.  Reform  undelectable  and  convertable  elections. 

d.  Reconstruct  the  comparable  and  indissoluble  Union  rightfully. 

OP  THE  NOUN. 

1.  What  is  a Noun?  Describe  its  office.  Def.  62. 

2.  Give  the  order  of  parsing  a Noun. 

3.  What  is  the  difference  between  a Proper  and  a Common 
Noun?  Def.  63. 

4.  Illustrate  the  above  by  examples. 

5.  When  a Noun  denotes  the  quality  of  a thing,  what  kind  of 
a Noun  would  you  call  it  ? Def.  65. 

6.  Describe  a Collective  Noun.  Def.  66. 


54 


THE  COMPLETE  EXAMINER. 


7.  Define  a Verbal  Noun.  Def.  67. 

8.  Is  it  essential  to  the  Science  of  Grammar  that  Nouns  should 
be  classified  as  Common  and  Proper  ? 

Ans. — It  is  not. 

9.  May  the  office  of  a Substantive  be  performed  by  Words, 
Phrases,  and  Sentences?  Obs.  4.  P.  74. 

10.  May  a word  that  is  usually  a noun  perform  the  office  of  an 
Adjective,  Adverb,  or  Verb?  Obs.  5.  P.  75. 

11.  May  the  same  word  perform  the  office  of  any  part  of 
speech  ? 

12.  Designate  the  Nouns  in  the  following: 

a.  An  Iron  fence. 

b.  Go  home  and  come  back. 

c.  But  if  you  mouth  it. 

d.  The  good  alone  are  great. 

e.  I grudge  thee  not  the  much  or  the  little  thou  mayest  receive. 

f.  “’Tis  Heaven  itself  that  points  out  an  hereafter.”  * 

g.  “Your  if  is  the  only  peace-maker;  much  virtue  is  in  if.” 

' h,  “ They  came  down  with  hark,  and  whoop,  and  wild  halloo.” 

MODIFICATION  OF  NOUNS. 

1.  How  many  Genders  have  Nouns  ? Name  them.  Rem.  P. 
75. 

2.  What  is  Person  as  belonging  to  Nouns  ? How  many  Per- 
sons are  there  ? 

3.  What  belong  to  Nouns?  Pr.  P.  76. 

4.  What  does  the  Masculine  Gender  denote  ? Def.  69. 

5.  What  Nouns  are  of  the  Feminine  Gender?  Def.  70. 

6.  What  Nouns  are  of  the  Neuter  Gender?  Def.  71. 

7.  What  Gender  do  you  apply  to  the  names  of  infants  and 
young  animals?  Obs.  2.  P.  76. 

8.  What  Gender  do  you  apply  to  the  names  of  objects  personi- 
fied? Obs.  3.  P.76. 

9.  What  Gender  do  you  apply  to  the  following  words : Parent, 

Cousin,  Friend,  Bird,  Sheep,  Deer?  Obs.  4.  P.  76. 

10.  Give  the  feminine  of  actor,  author,  host,  hero,  jew,  lion, 
hear,  tiger,  man, 

11.  Give  the  masculine  of  governess,  princess,  lady. 


GRAMMAR. 


55 


person:. 

1.  Define  Person  as  belonging  to  Nouns. 

2.  Give  an  example  of  a Noun  of  the  First  Persom 

3.  What  Nouns  are  of  the  Second  Person  ? Def.  73. 

4.  What  Nouns  are  of  the  Third  Person?  Def.  74. 

NUMBER. 

1.  Define  Number  as  belonging  to  Nouns. 

2.  What  Nouns  are  of  the  Singular  Number?  Def.  75. 

3.  What  Nouns  are  of  the  Plural  Number?  Def.  76. 

4.  How  do  you  determine  the  Number  of  Nouns  ? Obs.  P.  78. 

5.  How  do  you  form  the  Plural  of  Nouns  whose  Singular  ends 
in  s,  ss,  sh,  x,  ch,  &c.  Obs.  2.  P.  79. 

6.  How  do  Nouns  ending  in  y,  form  their  Plural?  Obs.  P.  79. 

7.  How  do  you  form  the  Plural  of  Nouns  ending  in  f final  ? 
Obs.  4.  P.  79. 

8.  Nouns  ending  in  fe  form  their  Plural  in  what  manner? 
Obs.  5.  P.  79. 

9.  Give  the  plural  of  Book.  Pen.  Gas.  Lynx.  Hero. 
Lady.  Folly.  City.  Beef.  Loaf.  Wolf.  Wife.  Child. 
Man.  Ox.  Foot.  Mouse. 

10.  How  do  Compound  Words  form  their  Plural?  Obs.  7. 
P.  80. 

11.  How  do  you  form  the  Plural  of  Nouns,  having  titles  pre- 
fixed or  annexed  ? Obs.  9.  P.  80. 

12.  Give  the  Plural  of  the  following:  Inkstand.  Bace-horse. 

Father-in-law.  Arm-full.  Ignis-fatuus.  Miss  Brown.  Doctor 
Smith.  Gold. 

13.  Give  the  Singular  of  Tongs.  Vespers.  Literati.  Scis- 
sors. 

14.  Give  the  Number  of  the  following:  News.  Wages. 

Sheep.  Horse.  Foot.  Cattle. 

15.  Give  the  Plural  of  Genus.  Index.  Axis. 

CASE. 

1.  What  does  Case  in  Grammar  mean  ? Bern.  2.  P.  82. 


56 


THE  COMPLETE  EXAMINER. 


2.  How  many  Cases  do  Nouns  have  ? Name  them.  Pr.  P. 
82.  ■ • 

3.  Define  the  Nominative  and  its  office.  Def.  77. 

4-  In  what  Case  is  the  Subject  of  a Sentence  ? Obs.  P.  83. 

5.  Define  the  Possessive  Case  and  its  office.  Def.  78. 

6.  Does  the  Possessive  Case  always  denote  ownership  or  pos- 
session ? Ex.— Childrens’  Shoes  are  high.  Obs.  5.  P.  84. 

7.  Do  Nouns  in  the  Possessive  Case  more  frequently  perform 
the  office  of  Nouns  than  of  Adjectives  ? Obs.  7,  P.  84. 

8.  What  can  you  say  of  the  Objective  Case?  Def.  79. 

9.  When  is  a^  Noun  or  Pronoun  in  the  Independent  Case  ? 
bef.  80. 

10.  Do  Nouns  change  their  forms  to  represent  their  Cases  ? 
Obs.  7.  P.  89. 

11.  Analyze  and  parse  the  words  in  Italics : My  Booh  is  new; 

JohrUs  is  old.  Mine  is  little  used ; Tours  is  soiled.  John  is  a 
friend  of  mine.  Does  the  word  mine  mean  my  friend'^  Test  it 
by  this  example;  John  is  my  enemy;  but  he  is  a friend  of  ‘‘my 
friend.”  Ex.  P.  86. 

PRONOUNS. 

1.  Define  a Pronoun  and  its  office.  Def.  81. 

2.  What  do  you  mean  by  Antecedent?  Obs.  1.  P.  88. 

3.  Give  the  Antecedents  in  the  following : 

John  is  sick ; I saw  him  yesterday.  I am  glad  that  Charles  has  received 
a good  education,  it  is  what  few  poor  boys  have  the  perseverence  to  accom- 
plish. 

4.  What  does  it  persbnate  in  the  following  sentences  ? 

It  is  I.  It  is  he.  It  is  she.  Who  is  it?  It  is  they.  It  is  the  men.  It 
• is  the  children.  It  is  the  women. 

5.  How  many  kinds  of  Pronouns  are  there  ? Pr.  P.  88. 

6.  Define  a Personal  Pronoun.  . Def.  82. 

7.  How  many  Personal  Pronouns  are  there  ? 

8.  Decline  the  Personal  Pronouns.  P.  89. 

9.  What  belong  to  Pronouns?  Pr.  P.  89. 

10.  How  many  Pronouns  have  a special  form  to  denote  sex? 

11.  Define  tb^  Pronoun  and  its  office.  Def.  83. 


GRAMMAR. 


57 


12.  Which  of  the  Relative  Pronouns  are  declined  to  indicate 
the  Cases?  Def.  83.  Obs.  3. 

13.  When  should  we  use  who ? When  which?  When  that? 
P.92. 

14.  What  is  there  peculiar  about  the  word  what?  Obs.  7. 
P.  92. 

15.  What  can  you  say  of  the  words  whoever,  whichever,  &c.  ? 
Obs.  8.  P.  92. 

16.  Parse  as  and  than  in  the  following: 

‘‘Such  as  I have,  give  I unto  thee.”  “We  have  more  than  heart  could 
wish.” 

17.  What  is  an  Interrogative  Pronoun  ? Def.  84. 

18.  Describe  an  Adjective  Pronoun.  Def.  85. 

19.  How  many  distinct  offices  does  every  Adjective  Pronoun 
perform?  Obs.  2.  P.  94. 

20.  Analyze  and  parse  the  following : 

That  that^  that  that  little  fellow  mentioned,  is  such  a troublesome . 
that  it  might  be  considered  a very  mischievous  little  that, 

ADJECTIVES. 

1.  Define  an  Adjective,  and  describe  its  office.  Def.  86. 

2.  How  arje  Adjectives  distinguished  ? Pr.  P.  97. 

*3.  What  is  a Qualifying  Adjective  ? Def.  87. 

4.  Define  a Specifying  Adjective.  Def.  88. 

5.  What  are  Proper  Adjectives  ? Obs.  1.  P.  98. 

6.  What  are  Interrogative  Adjectives  ? Obs.  2.  P.  98. 

7.  How  many  classes  of  Specifying  Adjectives  are  there  ? Pr. 
P.  98. 

8.  Define  a Pure  Adjective.  Def.  89. 

9.  Describe  a Possessive  Adjective.  Def.  90, 

10.  What  are  Possessive  Adjectives  derived  from.  Note,  P. 
99. 

11.  What  are  Numeral  Adjectives?  Def.  91. 

12.  Define  a Verbal  Adjective.  Def.  92. 

13.  How  are  Verbal  Adjectives  distinguished  ? Pr.  P.  100. 

14.  How  many  Degrees  of  Comparison  have  Adjectives?  Pr. 

P.  101. 


58 


THE  COMPLETE  EXAMINER. 


15.  What  do&  the  DiminutiTe  denote  ? Def.  93. 

^16.  Define  the  Positive  Degree.  The  Comparative  Degree. 
Def.  94,  95. 

17.  What  does  the  Superlative  Degree  express?  Def.  96. 

18.  How  are  Adjectives  compared  ? Obs.  P.  102. 

19.  Compare  three  Adjectives  by  using  er  and  est. 

20.  Compare  three  Adjectives  by  using  more  and  most, 

21.  Compare  three  by  using. and  least, 

22.  Compare  three  that  are  Irregular.  . 

23  Compare  after j top^  rounds  square^  triangular^  infinite, 

24.  Designate  which  of  the  following  Adjectives  are  Qualify- 

ing, Specifying,  Verbal.  Which  can  be  Compared.  Which  are 
Pure,  Numeral,  Possessive,  Transitive,  Intransitive : Ahle^  hold^ 

eager ^ good^  honesU  thaU  three^  infinite^  several,  standing,  loving,  un^- 
Tcnown,  Give  reasons  for  all  your  statements.  • Exercises,  P.  103. 

25.  What  are  Adjective  Phrases  and  Sentences  ? Kem.  P. 
106. 

26.  Give  examples,  with  reasons.  P.  106. 

VERBS. 

1.  Define  a Verb.  How  many  kinds  of  Verbs  are  there? 
Def.  97. 

2.  What  is  a Transitive  Verb?  Def.  98. 

3.  What  is  an  Intransitive  Verb?  Def.  99. 

4.  What  is  a Neuter  Verb  ? Def.  100, 

5.  Form  Sentences  containing  each  kind  of  Verb. 

6.  How  many  Voices  have  Verbs?  Pr.  P.  108. 

7.  Define  an  Active  Verb.  Def.  101. 

8.  Describe  a Passive  Verb.  Def.  102. 

9.  Give  examples  of  each  Voice. 

10.  May  Intransitive  Verbs  take  the  Passive  form?  Obs.  5. 

P.  109.  ' ‘ 

11.  Give  an  example  of  an  Intransitive  Verb  in  the  Passive 
Voice.  Obs.  5.  P.  109. 

MODE. 

1.  Define  Mode,  and  tell  how  many  Modes  Verbs  have.  Pr. 

P.  109. 


GRAMMAR. 


59 


2.  What  does  the  Indicative  Mode  indicate  ? Def.  103. 

3.  What  does  the  Potential  Mode  indicate  ? Def.  104. 

4.  What  are  the  signs  of  the  Potential  Mode  ? Def.  104. 

5.  What  does  the  Subjunctive  Mode  indicate  ? Def.  105. 

6.  What  Conjunctions  are  commonly  used  with  the  Subjunctive 
Mode?  Def.  105. 

7.  For  what  is*  the  Imperative  Mode  used?  Def.  106. 

8.  What  Person  and  Number  is  the  Subject  of  the  Verb  in  the 
Imperative,  and  what  Tense  is  the  Verb  ? Def.  106.  Obs 

9.  When  is  a Verb  in  the  Infinitive  Mode?  Def.  107. 

10.  What  is  the  sign  of  the  Infinitive  Mode  ? Def.  107.  Obs. 

11.  After  what  Verb  is  the  sign  to  omitted  ? Def.  107.  Obs.  2. 

12.  Give  Sentences  with  Verbs  in  each  of  the  Modes. 

PARTICIPLES. 

1.  What  is  a Participle?  From  what  is  the  word  derived? 
Def.  108. 

2.  Describe  ’a  Simple  Participle.  Def.  109. 

3.  What  is  a Compound  Participle?  Def.  110. 

4.  Define  a Present  Participle.  Def.  111. 

5.  Describe  a Past  Participle.  Def.  112. 

6.  Which  Participle  is  Active?  Def.  112.  Obs.  3. 

7.  Which  Participle  is  Passive?  Def.  112.  Obs.  4. 

8.  Are  Participles  ever  used  as  any  other  parts  of  speech  ? 
Obs.  P.  115. 

9.  Write  Sentences  containing  each  of  the  Participles. 

10.  What  can  you  say  of  Participles  being  Transitive  or  In- 
transitive? Obs.  9.  P.  114. 

tense:. 

1.  What  does  Tense  mean?  Def.  113. 

2.  How  many  kinds  of  Tense  have  we?  Def.  113.  Rem. 

3.  How  many  Tenses  have  Verbs  ? Name  them.  Pr.  P.  115. 

4.  Define  the  Prior  Past  Tense  or  Pluperfect.  Def.  114. 

5.  What  is  the  sign  of  the  Prior  Past  Tense  ? Def.  114.  Obs. 

6.  Define  the  Past  Tense.  Give  an  example.  Def.  115. 

7.  What  is  the  sign  of  the  Past  Tense?  Def.  115.  Obs. 


60 


THE  COMPLETE  EXAMINER. 


8.  Define  the  Prior  Present,  or  Perfect  Tense.  Def.  116. 

9.  What  is  the  sign  of  this  Tense  ? Det.  116.  Obs.  3. 

10c  What  does  the  Present  Tense  denote?  Def.  117 

11.  Has  this  Tense  a sign?  What  is  it?  Def.  117.  Obs.  1. 

12.  What  does  the  Prior  Future  Tense  denote?  Def.  118. 

13.  Give  the  sign  of  this  Tense. 

Ans. — Shall  have,  or  will  have. 

,14.  What  does  tl^e  Future'Tense  denote?  Def.  119. 

15.  What  is  the'sign  of  this  Tense?  Def.  119.  Obs. 

16.  What  is  said  about  shall  and  wilU  Def.  119.  Obs. 

17.  Correct  the  following  where  it  is  necessary: 

I will  be  drowned.  No  body  shall  help  me. 

18.  Write  sentences  in  each  of  the  Modes  and  Tenses. 

\ 

19.  Analyze  and  Parse  the  following,  giving  reasons: 

“ Could  I forget  what  I have  been,  I might  the  better  bear  what  I am  des<* 
tined  to.” 

CONJUGATION  OF  VERBS. 

1.  What  do  you  understand  by  the  Conjugation  of  a Verb? 
Rem.  P.  120. 

2.  What  is  ^ Regular  Verb?  An  Irregular  Verb ? Def.  120, 

121. 

3.  How  does  the  Regular  Verb  form  its  Past  Tense,  and  Past 
Participle?  Def.  120. 

4.  What  is  a defective  Verb?  Def.  122. 

5.  Define  an  Auxiliary  Verb.  Give  an  example.  Def.  123. 

6.  What  Verbs  are  sometimes  Auxiliary  and  sometimes  Prin^ 
cipal?  P.121. 

7.  Give  examples  of  each.  Def.  123.  Obs. 

8.  Conjugate  the  Irregular  Verb  Be.  P.  124. 

9.  Give  a Synopsis  of  the  Verb  Study,  by  writing  the  First 
Person  Singular  in  each  of  the  Modes  and  Tenses.  P.  126. 

10.  Write  out  the  Paradigm  of  the  Verb  Press”  in  all  its 
Modes,  Tenses,  Persons,  and  Numbers.  P.  130. 

11.  Do  the  same  with  the  verbs  see,  He,  say.  P.  136. 

12.  Write  out  the  Present  and  Past  Tenses,  and  Present  and 
Past  Participles  of  the  following  Verbs: 


GRAMMAR. 


61 


а.  Arm,  arise^  hear^  hegin^  heset^  het^  hid^  hite^  huild^  chide^  come^ 
h.  casU  crow^  cosU  do,  dare^  dlg^  draw,  dress,  drive,  eat,  fight,  fiee, 

* c.  fly,  forget,  go,  hang,  hear,  hide,  hit,  hold,  hurt,  lade,  leak^  let, 

d.  mode,  mean,  outdo,  pen,  put,  read,  rid,  rise,  run,  say,  see,  sell, 

e.  set,  sit,  short,  shine,  smite,  spill,  spit,  stove,  stay,  stick,  swear, 
f swim,  teach,  tell,  tread,  wax,  weep,  wet,  write. 

13.  Define  a Unipersonal  Verb.  Def.  124. 

14.  Give  examples  to  illustrate  Unipersonal  Verbs. 

15.  Analyze  and  parse  the  following: 

^^Methinks  it  was  Clara.'^ 

ADVERBS. 

1.  Define  an  Adverb  and  ks  office.  Def.  125. 

2.  What  may  Adverbs  consistvof?  Def.  125.  Obs.  4. 

3.  Write  Sentences  in  which  a word  is  an  Adverb.  In  which 
a Phrase  is  an  Adverb-  In  which  a Sentence  is  an  Adverb. 

4.  Into  how  many  classes  are  Adverbs  divided?  Pr.  P.  151. 

5.  Define  an  Adverb  of  Manner.  Def.  126. 

б.  What  is  an  Adverb  of  Circumstance?  Def.  127. 

7.  Define  Adverbs  of  Time  and  Place.  Def.  127.  Kem.  and 
Obs.  2. 

8.  How  are  Adverbs  Modified  ? Prin.  P.  158. 

9.  Compare  Soon.  Wisely.  Quickly. 

10.  Parse  the  following : 

a.  From  crag  to  crag  they  passed."'^ 

b.  In  a moment  he  flew  quickly  past. 

c.  How  is  it  possible  not  to  feel  a profound  sense  of  the  responsibleness 
of  this  Republic  to  all  future  ages. 

PREPOSITIONS. 

1.  Define  a Preposition  and  its  office.  Def.  128. 

2.  By  what  is  a Preposition  always  followed  ? 

Ans. — By  a Noun  or  Pronoun,  Phrase  or  Sentence. 

3.  What  is  the  Consequent  term  of  relation  in  the  following : 

a.  The  man  of  God  was  there.  He  stood  before  the  people. 

6.  Time  spent  in  receiving  impertinent  visits  is  wasted, 
c.  And  cries  of  “ Live  forever,”  struck  the  skies. 


62 


THE  COMPLETE  EXAMINER. 


d.  It  is  not  fit  for  such  as  us 

To  sit  with  rulers  of  the  land. 

4.  Analyze  and  parse  the  following : 

To  him,  who  in  the  love  of  Nature,  holds  communion  with  her  visible 
forms,  she  speaks  a varied  language. . 

CONJUNCTIONS. 

1.  Define  a Conjunction  and  give  its  ofiice. 

2.  How  many  kinds  of  Conjunctions  are  there  ? 

3.  Do  any  other  parts  of  speech  than  Conjunctions  perform  the 
office  of  a Conjunction"^  Ohs.  6.  P.  164. 

4.  What  can  you  say  of  Relative  Pronouns,  as  connectives  ? 

5.  Example:  ♦ 

“The  grave,  that  never  spake  before. 

Hath  found  at  length,  a tongue  to  chide.” 

EXCLAMATIONS. 

1.  Define  an  Exclamation.  Def.  130. 

2.  Of  what  may  Exclamations  consist?  Obs.  1.  P.  165. 

3.  By  what  are  Exclamations  or  Interjections  followed  ? Obs. 
P.  165. 

4.  Give  an  example  to  illustrate  Exclam.ations. 

5.  Example: 

0.  for  a lodge  in  some  vast  wilderness ! 

WORDS  OF  EUPHONY. 

1.  Define  a Word  of  Euphony.  Def.  131. 

2.  What  is  the  office  of  a Word  of  Euphony?  Obs.  1.  P. 
166. 

3.  Give  an  example  to  illustrate  the  office  of  such  words. 

4.  Analyze  and  parse  the  following : 

“There  are  no  idlers  here.” 

5.  Also  the  following : 

“I  sit  me  down  a pensive  hour  to  spend.” 

•‘His  teeth^  they  chatter,  chatter  still.” 


GRAMMAR. 


63 


SYNTAX. 

1.  Define  Syntax.  Def.  132. 

2.  Define  a Sentence,  and  tell  of  what  it  consists.  Def.  IS2. 

3.  What  are  the  Principal  Elements  of  a Sentence  ? Def.  132. 

4.  What  are  the  Adjuncts  of  a Sentence?  Def.  132. 

5.  What  is  the  Pule  for  the  Subject  of  a Sentence?  R.  1. 

6.  State  the  Rule  that  requires  a Verb  to  agree  with  its  sub- 
ject. R.  2. 

7.  Is  it  true  that  Verbs  agree  with  their  subjects  in  Number 
and  Person  ? R.  2.  Rem. 

8.  What  Number  must  the  verb  be  in  when  two  or.  more  sin- 
gular Subjects  are  taken  together?  Note  3.  P.  196. 

9.  A Collective  Noun  indicating  unity,  requires  the  verb  to  be 
in  what  Number?  Note  4. 

10.  A collective  Noun  indicating  Plurality,  requires  the  verb 

to  be  in  what  Number  ? Note  7.  ^ 

11.  When  there  are  two  or  more  Subjects  taken  separately  and 
differing  in  Person,  how  many  Verbs  should  there  be,  and  how 
varied?  Note  8. 

12.  What  Mode  and  Tense  of  a Verb  should  always  be  used? 
Note  9. 

13.  Correct  the  following,  if  necessary : 

a.  “ The  rapidity  of  his  movements  were  beyond  example.” 

b.  “To  study  Mathematics  require  maturity  of  mind.” 

c.  “Wisdom  and  folly  govern  us.” 

d.  “An  effort  is  making  to  abolish  the  war.” 

e.  “They  don’t  ought  to  do  it.” 

/.  Had  1 known  the  character  of  the  lecture,  i would  not  have  went. 

14.  What  is  the  Rule  for  the  object  of  an  action  or  relation? 

R.  3. 

15.  What  may  the  Object  of  a Verb  be? 

Ans. — A Word,  Phrase,  or  Sentence. 

16.  How  many  Rules  are  required  to  parse  Pronouns? 

17.  Give  them,  and  give  examples. 

18.  Give  the  Rule  for  the  Independent  Case.  R.  6. 

19.  State  the  Rule  for  Adjectives.  R.  7. 

20.  Give  the  Rule  for  Specifying  Adjectives.  R.  8. 


64 


THE  COMPLETE  EXAMINEE. 

21.  Correct  the  following,  and  give  the  reasons; 

«.  William  feels  badly  to  night,  and  I feel  sadly. 

b.  How  beautifully  it  looks.  Note  4.  P.  250. 

22.  Where  should  an  Adjective  in  Predicate  be  placed  ? Note 
5.  P.  251. 

23.  Give  the  Rule  for.  Adverbs.  R.  9.  , 

24.  What  should  be  the  position  of  Adverbs?  Note  2.  P. 
258. 

25.  State  the  Ruhs^  Notes  and  Obs.  that  apply  to  Participles. 
R.  10. . 

26;  Give  the  Rule^  Ohs.  and  Notes  pertaining  to  the  verb  in  the 
Infinitive. 

27.  What  is  the  Rule  for  Prepositions?  R.  12. 

28.  Give  the  important  Obs.  and  Notes  under  the  Rule. 

29.  State  the  Rule  and  Obs.  for  Conjunctions.  R.  13. 

30.  What  is  the  Rule  for  Exclamations  ? R.  14. 

31.  State  the  Principal  in  regard  to  Words  of  Euphony.  Pr. 
P.  279. 

32.  What  is  the  position  of  Words  of  Euphony?  Note,  P. 
279. 

33.  Give  the  five  General  Rules  for  constructing  Sentences. 
P.  280. 

34.  Correct  the  following  where  it  is  necessary ; 

a.  “The  bill  passed  the  Lords’  house,  but  failed  in  the  Commons.” 

b.  “It  is  curious  enough  that  this  Sentence  of  the  bishop’s,  is  itself  un- 
grammatical.” 

c.  “We  should  presently  be  sensible  of  the  melody  suffering.” 

d.  “ Heaven  opened  widely  her  everlasting  gates.” 

e.  James  feels  very  badly  about  it. 

/.  The  sight  appeared  terribly  to  me. 

g.  lie  mentions  Newtons  writing  of  a Commentary. 

h.  In  the  choice  they  had  made  of  him  for  restoring  of  order, 
t.  To  prevent  it  bursting  out  with  open  violence. 

j.  They  refused  doing  so. 

k.  . Entering  the  cars  the  seats  were  found  to  be  all  occupied. 

L Clara  helped  me  to  work  tlie  Problem. 

m.  Necessity  commands  me  to  name  myself. 


GKAMMAR, 


65 


PROSODY. 

1.  Define  Prosody.  Def.  1.  P.  283. 

2.  What  are  Pfirases  ? How  many  kinds  are  there  ? Def.  2. 

3.  By  what  is  utterance  modified  ? Obs.  P.  283. 

4.  Define  Khetorical  Pauses.  Obs.  2. 

5.  Are  Rhetorical  Pauses  indicated  by  marks  ? Obs.  2. 

6.  Define  Grammatical  Pauses.  Obs.  3. 

7.  How  many  characters  are  used  in  punctuation  ? 

8.  Name  and  make  them.  Obs.  3.  P.  283. 

9.  Describe  the  office  of  each  of  the  characters.  Obs.  4.  P. 
283. 

10.  Give  the  Rules,  Ohs.  and  Exceptions  for  the  Comma. 

11.  Define  the  Semicolon.  Give  Rules  and  Ohs.  for  the  Semi- 
colon. R.  8,  &c. 

12.  AYhat  is  a Colon?  Give  the  Rule  for  it  and  Ohs.  R.  9. 

13.  Define  a Period,  and  give  the  Rule  for  it.  R.  10. 

14.  What  is  the  office  of  the  Dash?  R.  11. 

15.  Define  the  mark  of  Exclamation.  R.  12. 

16.  What  is  the  mark  of  Interrogation?  Rule  for  its  use? 
R.  13. 

• 

GRAMMATICAL  AND  RHETORICAL  SIGNS. 

1.  Make  the  Granimatical  and  Rhetorical  signs. 

2.  For  what  is  the  Apostrophe  used?  Def.  3.  P.  289. 

3.  What  are  Quotation  marks,  and  when  used?  Def.  4. 

4.  W'hat  is  the  Hyphen  ? How  used  ? Def.  5.  P.  289. 

5.  Describe  the  Bracket  and  its  use.  Def.  6. 

6.  What  is  the  Parenthesis?  Def.  7. 

7.  Define  the  References  and  illustrate  their  use.  Def.  8. 

8.  What  is  the  Brace  used  for  ? Def.  9. 

9.  Illustrate  the  use  of  the  Inflections.  Def.  10. 

10.  What  do  the  Measures  indicate?  Def.  11. 

11.  Wlien  is  the  Caret  used?  Def.  12. 

12.  Explain  the  use  of  the  Diaeresis.  Def.  13. 

13.  When  is  the  Index  used?  Def.  14. 

14.  Define  the  Section.  Def.  15. 

15.  What  do  you  understand  by  the  Paragraph?  Def.  16. 


66 


THE  COMPLETE  EXAMINER. 


16.  Define  Accent  and  Emphasis.  Def.  17,  18. 

17.  What  do  you  understand  by  Composition?  Def.  19, 

18.  How  many  kinds  of  Composition  are  there?  Def.  19. 

19.  What’is  the  difference  between  Prose  and  Poetry  ? Def. 
19. 

20.  Of  what  does  verse  consist  ? Def.  20. 

21.  Describe  Lyric  Poety,  and  its  various  kinds.  Def.  21. 

22.  Describe  Epic  Poetry.  Give  examples.  Def.  22. 

23.  What  is  Dramatic  Poetry  ? Give  examples.  Def.  23. 

24.  "Define  Didactic  Poetry.  Def.  24. 

25.  What  is  a Charade  ? Def.  25. 

26.  Give  ‘the  proper  name  to  the  following: 

“Swans  sing  before  they  die ; ’twere  no  bad  thing 
Should  certain  persons  die  before  they  sing.” 

27.  Define  an  Epitaph.  Def.  2f7. 

28.  What  is  Elegiac  Poetry  ? Def.  28. 

29.  Define  a Sonnet.  Madrigal.  Def.  29,  30. 

30.  Define  Pastoral  Poetry.  Ballad.  Def.  31,  32. 

VERSIFICATION. 

1.  Define  Versification.  Blank  Verse.  Def.  1,  2. 

2.  What  is  Ehyming  Verse?  What  is  a Verse?  Def.  3,  4. 

3.  Define  a Hemistich.  Couplet.  Triplet.  Def.  5,  6,  7. 

4.  What  is  a Stanza?  Foot^  Trochee?  Iambus?  Def.  8,  9. 

5.  Define  a Pyrrhic.  Spondee.  Dactyl.  Anapest.  Def.  10. 

• FIGURES. 

1.  What  are  Figures?  For  what  employed?  Def.  1. 

2.  What  is  a Grammatical  Figure  ? Def.  2. 

3.  Define  a Rhetorical  Figure.  Def.  3. 

4.  Define  and  describe  the  use  of  Aphaeresis,  Apocope.  Def. 
4,5. 

5.  Also  Paragoge,  Synaeresis,  Prosthesis.  Def.  6,  7,  8. 

6.  Also  Diaeresis,  Syncope,  Tmesis,  Ellipsis.  Def.  9,  10,  11, 

12. 

7.  Define  Pleonasm.  Syllipsis.  Enallage.  Hyperbaton. 
Def.  13,  14,  15,  16. 


GRAMMAR. 


67 


Explain  the  use  of  a Simile,  Metaphor,  Allegory.  Def.  17, 
18,  19. 

9.  Also  Personification,  Irony,  Hyperbole,  Antithesis..  Def. 
21,  22,  23,  20. 

10.  Also  Monotony,  Synecdoche,  Apostrophe.  Def.  24,  25,  26. 

11.  Also  Interrogation,  Exclamation,  Vision,  Paralepsis.  Def. 
27,  28,  29,  30. 

12.  Also  Climax,  Anti-cliijiax,  Alliteration.  Def.*31,  32,  33. 

13.  What  do  you  understand  by  Acatalectic? 

Ans. — A verse  in  poetry  that  is  complete. 

14.  Define  Catalectic. 

Ans. — A verse  lacking  one  syllable, 

15.  Define  Brachy catalectic. 

Ans. — A verse  lacking  two  syllables. 

16.  Define  Hypercatalectic. 

Ans. — A verse  with  one  too  many  syllables. 

17.  What  do  you  understand  by  Poetic  License? 

18.  Define  Long  Meter.  Short  Meter.  Common  Meter. 

19.  What  do  you  understand  by  Scansion  or  Scanning? 

Ans. — Act  of  counting  the  feet  in  a verse, 

20.  Define  the  Csesura. 

Ans. — The  Csesural  pause  is  a metrical  division  in  a verse. 

21.  Scan  the  following,  and  give  the  Caesural  pause.  Tell 
what  kind  of  measure  each  verse  is,  whether  the  verse  is  Cata-. 
lectic,  Acatalectic,  Brachy  catalectic,  or  Hypercatalectic : P.  297. 

“ On  a mountair^stretched  beneath  a hoary  willow.”  P.  297. 

“Rouse  him  like  a rattling  peal  of  thunder.”  P.  297. 

“ Lo  the  sacre.d  herald  stands.”  P.  297. 

“Oh  I have  loved  in  youth's  fair  vernal  morn.”  P.  297. 

“There  is  a calm  for  those  who  weep.”  P.  297. 

“But  we  steadfastly  gazed  on  the  face  of  the  dead.”  P.  297. 

“Earth  has  no  sorrows  that  Heaven  can  not  heal.”  P.  297. 

“And  there  lay  the  rider  distorted  and  pale.”  P.  298. 

“ On  the  cold  cheek  of  death  smiles  and  roses  are  blending, 

And  beauty  immortal  awakes  from  the  tomb.”  P.  299. 

ABBREVIATIONS. 

1.  What  are  Abbreviations  ? 

2.  Define  the  Abbreviations  wherever  they  occur,  and  give  the 


68 


THE  jCOMPLETE  EXAMINER. 


Abbreviations  for  tenns  wherever  found;  and  give  Sentences 
using  the  abbreviations  and  terms  correctly. 

3.  A.  A.  S.— A.  B.— M.  A.— A.  B.— C.  F.  M.— A.  C. 

4.  Acct. — Before  Christ. — Anno  Domini. — Adjt.  Gen. 

5.  Administration. — Aet. — A.  & F.  B.  S. — Agent. 

6.  Give  the  Abbreviations  for  every  State  and  Territory,  and 
every  month  in  the  year. 

7.  Aid.— Altitude. — A.  M. — American. — Anon. — Apoc. 

8.  April. — Archb. — Article. — Asst.  Sec. — A.  S.  S.  U. — Atty. 
Gen. 

9.  B.  A. — B. — B.  L. — Bis. — Bm. — B.  E. — Brig.  Gen. — Bro. 
B.  V.  , 

10.  Captain.  C.  C.  P. — Chron.  County.  Colonel. — Com.  Arr. 

11.  Cor.  Cr.  C.  P.— C.  P.  C.  P.  S.— C.  S.— C.  W.— A.  C. 

12.  Dollar.  Dwz.  D.  P. — Dr. — Dv. — Dut,  Editor. — E.  E. 

E.  I. 

13.  Epistle.  England.  Esquire.  Etal  and  so  forth.  Exec. 
Com. 

14.  F.  A.— F.  E.  S.— F.  E.  S.— G.  B.— Gen.— Gov.— H.  B. 

M. 

15.  H.  E.  I.  C.— H.  M.  Honorable.— Hon.  Men.  H.  E.  H. 

I.  e. 

16.  I.  N.  E.  I.— Unknown.— I.  O.  O.  F.— I.  O.  0.  G.  T.— 

Isaiah.  ^ 

17.  J.  V.  D.— K.  B.— K.  C.  B.— K.  M.— L.  C.  Avct.  of  Song. 

18.  Noon.  M.  C.— M.  D.  Sentence.— M.^.  A.  S.— M.  \V. 
— N.  B. 

19.  New  Mexico.  N.  F. — N.  S. — N.  F. — Obedient. — O.  F. 

O.  U.  A. 

20.  P.  Payt. — Ph.  A. — P.  M.  G. — President. — Professor. 
Prox.  P.  S. 

21.  Q.  E.  D. — Q.  C. — Q.  E. — E.  A.  E.  E.— Eeg.  Eegt. — 
Eep.  E.  M. — E.  E. 

22.  Et.  Hon.— Et.  Eev.  E.  M.— S.  A.— S.  A.  S.— Schr.— 
Scr’l. 

23.  Sen.  S.  J.  C.— S.  P.  Q.  E.— S.  S.— S.  T.  A.— T.  O.— Tr. 
— Trans. 


ARITHMETIC. 


69 


24.  Upper  Canada.  U,  E.  I.  C.— U.  K— Univ.  U.  S.— U. 

S.  A. 

25.  U.  S.  M.  Vers,  VoL— V.  P.— V.  R.— W.  L— W.  R.  Xt. 
&c. 


CHAPTER  VIII. 

ARITHMETIC. 

Remark. — It  is  unnecessary  to  speak  of  the  importance  of  a thorough 
knowledge  of  Arithmetic.  Most  candidates  are  better  prepared  in  this 
branch  than  in  the  others  in  which  they  are  called  upon  to  be  examined. 
Those  who  fail  are  usually  deficient  in  the  reasons  for  the  principles  given. 
All  candidates  should  therefore  clearly  understand  the  reasons  for  every 
point  stated. 

Note. — The  references  in  the  questions  on  Arithmetic  are  to  ^'‘Davie's 
University  Arithmetic^''  Ex.  stands  for  example.  Art.  for  article. 

I.  What  is  Arithmetic.^  Define  number.  Unit.  Primary 
base.*  Art.  4,  3,  1. 

.2.  Define  Proposition.  Analysis.  Operation.  Rule.  Art. 
5,  6,  7,  8. 

3.  How  many  fundamental  rules  ? Name  them.  Art.  9. 

4.  How  many  methods  of  expressing  numbers?  Name  and 
describe  them.  Art.  10. 

5.  What  is  Notation"}  How  many  methods?  Give  them. 
Art.  12. 

6.  What  are  the  three  principles  of  this  Notation?  Art.  13, 
Note. 

7.  Describe  the  Arabic  Notation^  and  give  the  laws  governing 

it.  Art.  14.  . 

8.  On  what  does  the  unit  of  a figure  depend?  Art.  19. 

9.  What  is  the  unit  of  the  place  on  the  right?  Art.  19. 

10.  Define  Numeration^  and  give  the  rule  for  reading  numbers. 
Art.  20. 

II.  Give  the  rule  for  writing  numbers.  Art.  page  28. 

12.  What  is  an  abstract  number?  Concrete  number?  Sim- 
ple number?  Art.  25. 

13.  Define  quantity.  A compound  denominate  number.  Art. 

28. 


70 


THE  COMPLETE  EXAMINER. 


14.  When  several  figures  are ‘simply  written  by  the  side  of  each 
other,  what  does  the  language  imply  ? Art.  29. 

15.  In  the  English  currency  how  many  units  of  the  lowest  de- 
nomination make  one  of  the  second  ? How  many  of  the  2nd 
one  of  the  3rd  ? Art.  30. 

16.  In  Avoirdupois  weight  how  many  of  the  lowest  make  one 
of  the  second?  Art.  31. 

17.  Define  a scale.  Tell  how  many  kinds  there  are.  What 
are  they  ? Art.  32. 

18.  What  is  the  Scale  in  English  currency?  Avoirdupois 
weight  ? Art.  32. 

19.  What  is  the  scale  in  the  common  system  of  numbers? 
Art.  32. 

20.  If  a row  of  O’s  be  written,  what  does  the  language  of  fig- 
ures determine  ? Art.  33. 

21.  What  is  such  a system  called?  How  does  the  unit  change? 
Art.  33, 

22.  Are  the  numbers  used  in  United  States  money  abstract  or 
concrete?  Art.  34. 

23.  According  to  what  scale  do  the  units  change  ? Art.  3^. 

24.  How  are  dollars  reduced  to  cents  ? From  cents  to  mills  ? 
Art.  34. 

25.  What  is  an  aliquot  part?  Name  the  aliquot  parts  of  a 
dollar.  Art.  34. 

26.  In  English  currency  is  the  scale  uniform  or  varying?  Art. 
35. 

27.  How  many  general  methods  are  there  of  forming  numbers 
from  the  unit  one  ? What  is  the  first  ? The  second  ? Art.  37. 

28.  Into  how  many  general  classes  may  the  units  of  Arithme- 
tic be  arranged  ? Art.  38. 

29.  Name  the  different  classes. 

30.  Give  the  various  signs  used  in  Arithmetic.  Art.  39. 

31.  What  will  be  the  excess  over  exact  nines  in  any  number 
expressed  by  a simple  significant  figure  ? Art.  40. 

32.  How  may  the  excess  over  exact  nines  be  found  in  any 
number  whatever  ? Art.  40. 


ARITHMETIC.  71 

33.  Define  Reduction.  How  do  you  change  yards  to  feet? 
Inches  to  feet^  Art.  41.* 

34.  Give  the  rules  to  reduce  numbers  from  a lower  to  a higher, 
and  from  a higher  to  a lower  order.  Art.  41. 

35.  Define  Addition.  Give  rule  and  reason.  Art.  42. 

36.  What  is  the  proof  of  an  operation  in  Addition  ? 

37.  How  many  methods  of  proof  are  there?  Explain  each. 
Art.  43. 

38.  What  is  the  reading  process  in  Addition  ? Art.  44. 

39.  Define  Subtraction.  Art.  45. 

40.  Define  Minuend.  Subtrahend.  Remainder.  Art.  45. 

41.  Give  the  rule  and  reason  for  Subtraction. 

42.  How  do  you  prove  Subtraction  ? 

43.  Explain  the  process  of  reading  in  Subtraction.  Art.  47. 

44.  How  do  you  find  the  difference  of  time  between  two  dates  ? 
Art.  49. 

45.  In  this  computation  what  part  of  a year  is  a month  ? Art. 
48. 

46.  How  many  days  are  reckoned  to  the  month  ? Art.  48.  . 

47.  What  time  does  the  civil  day  begin  and  end  ? Art.  48. 

48.  From  one  eagle,  five  dollars,  six  dimes,  and  ten  cents,  take 
five  dollars,  seven  cents  and  four  mills.  Art.  48.  Ex.  45. 

49.  From  a stack  of  hay  containing  nine  tons  three  qr.  20  lbs. 
I sold  4 tons  17  cwt.  22  lbs.;  how  much  had  I left?  Art.  48. 
Ex.  56. 

50.  Explain  the  process  and  give  the  reasons  for  subtracting 
when  the  figure  in  the  subtrahend  is  greater  than  the  sam^  unit 
in  the  minuend.  Art.  45. 

MULTIPLICATION. 

1.  Define  Multiplication.  Multiplicand.  Multiplier  and  Pro- 
duct. Art.  49. 

2.  Why  is  Multiplication  called  a short  method  of  Addition  ? 
Art.  49.  (Note.) 

3.  How  many  parts  are  there  in  every  operation  in  Multiplica- 
tion ? Art.  50. 

4.  What  are  the  multiplier  and  multiplicand  called  ? Art.  49, 


72 


THE  COMPLETE  EXAMINEP 


5.  Tell  how  many  principles  follow  from  the  definition  of  Mul- 
tiplication. Art.  50. 

6.  In  how  many  ways  may  6X4  be  multiplied  together?  Art. 
51. 

7.  How  do  the  products  compare  with  each  other  ? What  does 
this  prove?  Art.  51. 

8.  What  is  a composite  number?  Give  an  example.  Art.  52. 

9.  What  are  the  factors  of  9,  8,  12,  16,  11,  19,  108?  Art.  52. 

10.  What  is  a prime  number?  Give  an  example.  Art.  53. 

11.  If  several  factors  be  multiplied  together  will  the  product 
be  altered  by  changing  their  order  ? How  do  you  multiply  by  a 
composite  number?  Art.  53. 

12.  What  is  one  factor  ending  in  0?  In  two  O’s?  In  three 
O’s  ? Art.  53. 

13.  Explain  the  process  of  multiplying  by  627.  By  214. 
Art.  54. 

14.  Explain  the  five  principles  which  follow  from  this  analysis. 
Art.  54. 

15.  What  is  a partial  product?  Give  the  rule  for  Multiplica- 
tion. Art.  54. 

16.  Why  do  you  place  the  first  figure  of  each*  product  under 
its  own  multiplier  ? 

17.  What  must  be  observed  in  the  multiplication  of  U.  S. 
money?  .Art.  54. 

18.  How  many  ways  can  you  prove  Multiplication?  Art.  55. 

19.  Give  the  first,  with  reasons.  Second  and  third,  with  reasons. 

Art.  55.  ^ 

20.  Give  the  proof  by  counting  out  the  9’s.  Art.  55. 

21.  Do  you  consider  the  method  by  counting  out  the  9’s  a sure 
test  for  the  accuracy  of  your  product  ? Art.  56. 

22.  What  do  you  understand  by  contractions  in  Multiplication  ? 
How  do  you  multiply  when  there  are  O’s  in  one  or  both  factors  ? 
Art.  55. 

23.  How  far  would  a vessel  sail  in  9 days  of  24  hours  each,  at 
the  rate  of  15  miles  an  hour?  Art.  55.  Ex.  50. 

24.  At  the  same  rate  how  long  would  a vessel  be  in  sailing 
from  Kenosha,  Wis.,  to  Singapore,  India? 


ARITHMETIC. 


73 


25.  Give  the  course  of  the  ship  in  the  above  example. 

DIVISION. 

I.  Define  Division.  Dividend.  Divisor.  Quotient.  Remain- 
der. Art.  57. 

, 2.  How  many  parts  in  every  division  ? Name  them.  Art.  58. 

3.  How  many  signs  in  Division  ? Make  them.  Art.  58. 

4.  What  is  Short  Division?  Explain  the  process.  Art.  50. 

5.  Give  the  rule  for  division  of  numbers.  Art.  60. 

6.  How.  many  operations  in  Long  Division?  Name  them. 
Art.  60.  (Note.) 

7.  Give  the  reasons  for  every  step  taken  in  Long  Division. 
Art.  60. 

8.  When  the  divisor  is  greater  than  the  dividend,  how  Avill  the 
quotient  compare  with  one  ? What  part  will  the  quotient  be  of 
one?  Art.  60. 

9.  How  many  methods  are  there  Yor  Division?  Name  them, 
with  the  reasons  for  each.  Art.  61. 

10.  Are  you  satisfied  with  the  proof  by  O’s?  Art.  61. 

II.  How  long  will  9125  loaves  of  bread  last  5 families  if  each 
family  consume  five  loaves  a day?  Art.  61.  Ex.  61. 

12.  If  iron  is  worth  2 cents  a pound,  how  much  can  be  bought 
for  $67  ? Art.  61. 

13.  What  did  you  say  were  contractions  in  Multiplication? 
Art.  62. 

14.  How  do  you  multiply  by  25  ? Art.  63. 

15.  How  do  you  multiply  when  the  multiplier  contains  a frac- 
tion? Art.  64. 

16.  How  do  you  multiply  by  12^?  Art.  65. 

17.  How  do  you  multiply  by  334  ? Art.  66. 

18.  Give  the  process  and  reason  for  multiplying  by  125.  Art. 

66. 

19.  What  are  contractions  in  Division?  Art.  68. 

20.  Give  the  rules  and  reasons  for  dividing  by  25.  By  12^. 
By33f  By  125.  Art.  69. 

21.  Under  how  many  points  of  view  may  Division  be  regarded? 
Name  them.  Art.  69. 


4 


71 


THE  COMPLETE  EXAMINER. 


22.  What  is  the  rule  and  reason  for  Division,  when  the  divisor 
is  a composite  number?  Art.  70. 

23.  When  there  are  remainders  in  Division,  how  do  you  find 
the  true  remainder  in  units  of  the  dividend?  Art.  70. 

24.  How  do  you  divide  when  the  divisor  is  1 with  ciphers  an- 
nexed? Art.  71. 

25.  What  is  the  rule  and  reason  for  division  when  the  divisor 
contains  significant  figures  with  ciphers  annexed?  Art.  72. 

26.  How  do  you  divide  when  the  divisor  contains  a fraction? 
Art.  73. 

27.  What  does  the  analysis  of  a practical  question  require  ? 
Art.  74. 

28.  How  do  you  find  the  cost  of  any  number  of  things  when 
the  price  of  unity  and  the  number  of  things  are  given?  Art.  71. 

29.  How  do  you  find  the  cost  of  articles  sold  by  the  hundred 
or  thousand?  Art.  77. 

30.  How  do  you  find  the  cost  of  articles  sold  by  the  ton  ? Art. 
76. 

31.  What  is  the  object  of  division  abstractly?  How  many  ob- 
jects has  it  practically  ? Name  and  give  the  rules  and  reasons 
for  each.  Art.  77. 

32.  What  is  Practice  in  Arithmetic  ? Give  the  rules  for  solv- 
ing questions  by  it.  Art.  77. 

33.  What  is  an  Aliquot  Part?  Give  the  table  of  Aliquot 
Parts  of  $1.  Art.  77. 

34.  Find  by  Practice  what  will  be  the  cost  of  335  bushels  of 
potatoes  at  3s.  6d.=:3^s.  a bushel.  Art.  77.  Ex.  20. 

35.  Of  what  number  is  365  both  a divisor  and  quotient? 

LONGITUDE  AND  TIME. 

1.  How  is  the  equator  of  the  earth  supposed  to  be  divided? 
Art.  78. 

2.  How  does  the  sun  appear  to  move,  and  what  is  a day  ? 
Art.  79. 

3.  How  far  does  the  sun  appear  to  move  in  one  hour  ? Art. 
79. 

4.  How  do  you  reduce  degrees  of  longitude  to  time  ? Art.  80. 


ARITHMETIC. 


4 0 

5.  How  do  you  reduce  minutes  of  longitude  to  time  ? Art.  80, 

6.  What  is  the  hour  when  the  sun  is  on  the  meridian  ? Art. 
81. 

7.  When  the  sun  is  on  the  meridian  of  any  place,  how  will  the 
time  be  for  all  places  East?  West?  Art.  81. 

8.  If  you  have  the  difference  of  time,  how  do  you  find  the  true 
time?  Art.  81. 

9.  How  do  you  reduce  time  to  degrees  and  minutes  of  longi- 
tude ? Art.  82. 

10.  Washington  is  in  longitude  77°  2'  west.  New  Orleans  in 
89°  2'  west.  When  it  is  9 o’clock  A.  M.  at  Washington,  what  is 
the  time  at  New  Orleans  ? Art.  82.  Ex.  5. 

11.  If  the  difference  of  time  between  London  and  Oregon  city 
is  8 hours,  what  is  the  difference  of  longitude  ? Art.  82.  Ex.  9. 

12.  If  a man  travel  146  miles  7 furlongs  14  rd.  14  ft.  in  5 
days,  how  much  is  that  for  every  day  ? Give  the  reasons.  Art. 
82"  Ex.  61. 

13.  How  long  will  it  take  to  count  20  millions  at  the  rate  of  80 
per  minute?  Art.  82.  Ex.  11. 

14.  What  time  w^ould  it  be  in  Chicago  when  it  was  12  M.  at 
Boston?  Art.  82.  Ex.  95. 

15.  In  189  mi.  3 fur.  6 rd.  1 ft.  how  many  feet?  Art.  82. 
Ex.  58. 

PROPERTIES  OF  NUMBERS. 

1.  What  is  an  integral  number?  Art.  83. 

2.  When  is  one  number  said  to  be  divisible  by  another?  Art. 
84. 

3.  Define  a composite  number.  Prime  number.  Art.  85,  86. 

4.  When  are  two  numbers  prime  to  each  other  ? Art.  87. 

5.  To  what  product  is  every  number  equal  ? Art.  89. 

6.  How  do  you  find  the  prime  factors  of  any  number?  Art. 
89. 

7.  How  do  you  find  the  prime  factors  common  to  several  num- 
bers? Art.  90. 

8.  What  even  numbers  are  prime  ? What  numbers  will  2 di- 
vide? Art.  91. 


76 


THE  COMPLETE  EXAMINER. 


9.  What  numbers  will  3 divide  ? 4?  5?  6?  Art.  91. 

10.  When  will  the  divisor  exactly  divide  the  dividend?  Art. 
91, 

11.  When  will  any  number  divide  a product,  and  why?  Art. 
91. 

12.  When  will  a number  divide  the  sum  of  2 numbers?  Art. 

91. 

13.  When  will  it  divide  either  of  them  separately?  Art.  91, 

14.  When  will  a number  exactly  divide  the  difference  of  2 
numbers?  Art.  91. 

15.  If  a number  divide  the  dividend  and  divisor,  what  other 
number  will  it  always  divide?  Art.  91. 

1 6.  What  is  a common  divisor  of  2 or  more  numbers  ? Art. 

92. 

17.  What  is  the  greatest  common  divisor  of  two  or  more  num- 
bers ? How  do  you  find  the  greatest  common  divisor  of  two  or 
more  numbers  ? Give  reasons.  Art.  93. 

18.  What  is  the  rule  when  the  numbers  are  large?  Art.  94. 

19.  What  is  the  greatest  common  divisor  of  4617,  7695,  7642 
and  3038  ? Art.  94.  Ex.  6. 

20.  Three  persons.  A,  B and  C,  agree  to  buy  a lot  of  63  cows, 
at  the  same  price  per  head,  provided  each  man  can  thus  invest 
his  whole  money.  A has  $286,  B $462,  and  C $638 ; how  many 
cows  could  each  man  purchase?  Art.  94.  Ex.  11. 

21.  Define  a multiple  of  a number.  Art.  95. 

22.  What  is  a common  multiple  of  two  or  more  numbers? 
Art.  96. 

23.  The  least  common  multiple  of  two  or  more  numbers?  Art. 
97. 

24.  How  do  you  find  the  least  common  multiple  of  two  or  more 
numbers?  Art.  98. 

25.  Find  the  least  common  multiple  of  9,  18,  27,  36,  45,  54. 
Art.  98. 

26.  Define  Cancellation.  On  what  principle  does  it  depend? 
Art.  99. 

27.  How  do  you  perform  the  operations  of  cancellation  ? Art. 

100. 


ARITHMETIC. 


77 


28.  What  is  the  quotient  of  64  times  840  multiplied  by  9 times 
122,  divided  by  32  times  560,  multiplied  by  4 times  31.  Art. 
100.  Ex.  10. 

29.  Give  reasons  for  the  solution  of  the  last  question.  Art. 

100. 

30.  What  is  the  quotient  of  2X4X8X13X7X16  divided  by 
26X14X8.  Art.  100.  Ex.  1. 

COMMON  FRACTIONS. 

1.  What  is  a unit  ? The  unit  of  a fraction  ? A fractional  unit? 
Art.  101. 

2.  How  do  you  distinguish  between  the  one  and  the  other? 
Art.  102. 

3.  May  a fractional  unit  become  the  base  of  a collection  ? Art. 

102. 

4.  What  is  a fraction  ? How  are  fractions  expressed  ? Art. 

102. 

5.  What  is  the  lower  number  called?  The  upper  number? 
What  does  each  denote?  Art.  102. 

6.  Wliat  is  the  primary  base  of  every  fraction?  Art.  102. 

7.  How  many  units  have  been  divided  to  obtain  6 thirds? 
Art.  103. 

8.  To  obtain  9 halves?  12  fourths?  Art.  103. 

9.  How  may  a whole  number  be  expressed  fractionally  ? Art. 
104. 

10.  Does  this  change  the  value- of  the  quantity?  Art.  104. 

11.  If  the  numerator  be  divided  by  the  denominator  what  does 
the  quotient  show  ? Remainder  show  ? Art.  105. 

12.  What  form  has  the  fraction?  Art.  105. 

13.  What  seven  principles  can  you  mention  belonging  to  frac- 
tions? Art.  105. 

14.  If  the  fraction  is  one  and  the  fractional  unit  one  90th,  ex-» 
press  9 fractional  units.  Also  89.  Art.  105.  Ex.  5. 

15.  What  is  a proper  fraction?  Give  examples.  Art.  106. 

16.  What  is  an  improper  fraction  ? Why  so  called  ? Art.  107. 

17.  Define  simple  fraction.  May  it  be  proper  or  improper? 
Art.  108. 


78 


THE  COMPLETE  EXAMINER. 


18.  Define  a compound  fraction.  Give  examples.  Art.  109. 

19.  What  is  a mixed  number?  Give  examples.  Art.  110. 

20.  Define  complex  fractions.  Give  examples.  Art.  111. 

21.  How  many  terms  has  every  fraction?  Art.  112. 

22.  How  may  all  the  whole  numbers  be  formed?  Art.  113. 

23.  How  may  the  fractional  units  be  found?  Art.  114. 

24.  What  part  of  one  is  one  half?  What  part  of  1 is  every 
fractional  unit  ? Art.  114 

25.  What  is  proved  in  proposition  first?  Art.  114. 

26.  Give  proposition  II.  and  the  principle  involved  in  it.  Art. 
115. 

27.  Give  proposition  III.  and  the  reason  of  it.  Art.  116. 

28.  Give  proposition  IV.  and  the  reason  therefor.  Art.  117. 

29.  If  both  terms  of  the  fraction  be  multiplied  by  the  same 
number  or  quantity  what  effect  will  it  have  on  the  value  of  the 
fraction?  Art.  119. 

30.  If  both  terms  of  the  fraction  be  divided  by  the  same  quan- 
tity how  will  the  value  of  the  fraction  be  effected?  Art.  119. 

31.  Give  reasons  for  the  last  three  propositions. 

REDUCTION  OF  FRACTIONS. 

1.  Define  reduction  of  fractions.  Art.  120. 

2.  When  is  a fraction  in  its  lowest  terms?  Art.  120. 

3.  How  do  you  reduce  a fraction  to  its  lowest  terms  ? Art. 

121. 

4.  How  do  you  reduce  an  improper  fraction  to  its  equivalent 
whole  or  mixed  number?  Art.  122. 

5.  Reduce  39 1 to  its  equivalent  improper  fraction,  and  give 
rule  and  reason.  Art.  123. 

6.  Change  19  to  a fraction  whose  denominator  shall  be  9. 
Give  rule  and  reason.  Art.  123. 

7.  Reduce  to  a simple  fraction,  and  give  ride  and 

reason.  Art.  124. 

8.  Reduce  §,  f + to  a common  denominator.  Give  rule  and 
reason.  Art.  125. 

9.  How  may  the  work  often  be  shortened?  Art.  125. 


ARITHMETIC. 


79 


10.  How  do  you  find  the  least  common  denominator  of  several 
fractions  ? Give  rule  and  reason, 

ADDITION  OF  FRACTIONS. 

1.  What  is  the  sum  of  two  or  more  fractions?  Art.  126. 

2.  Define  addition  of  fractions.  How  many  cases  are  there  ? 
Art.  126. 

3.  Add  ^4-1+ 1 and  and  give  rule  and  reason.  Art.  127. 

4.  What  is  the  sum  of  two  fractions  equal  to  when  each  nume- 
rator is  equal  to  one?  Art.  128. 

5.  How  do  you  add  fractions  having  different  denominators? 
Art.  129. 

SUBTRACTION  OF  FRACTIONS. 

1.  Define  subtraction  of  fractions.  Art.  130. 

2.  How  many  cases  are  there?  Art.  130. 

3.  From  f take  and  give  rule  and  reason.  Art.  131. 

4.  What  is  the  difference  between  two  fractions  whose  nume- 
rators are  each  one?  Give  reason.  Art.  132. 

5.  How  do  you  subtract  one  mixed  number  from  another? 
Art.  133. 

6.  From  f of  a ton  take  f of  12  cwt.,  and  give  reason.  Art. 
134. 

MULTIPLICATION  OF  FRACTIONS. 

1.  Define  multiplication  of  fractions. 

2.  Give  rule  and  reason  for  multiplying  one  fraction  by  another. 
Art.  135. 

3.  When  the  multiplier  is  less  than  one,  what  part  of  the  mul- 
tiplicand is  taken  ? Art.  135. 

4.  Does  multiplication  of  fractions  always  imply  increase? 
Art.  135. 

5.  What  part  is  the  product  of  the  multiplicand?  Art.  135. 

6.  What  do  you  do  when  either  factor  is  a whole  number? 
Art.  135. 

7.  Multiply  i of  I by  f of  y%,  and  give  reasons.  Art.  135. 

8.  Bought  a book  for  of  a dollar,  and  a knife  for  as  much; 
how  much  did  I pay  for  the  knife  ? Reason.  Art.  135. 


80 


THE  COMPLETE  EXAMINER. 


9.  If  I own  tV  of  a farm  and  sell  of  my  share,  what  part 
of  the  whole  farm  do  I sell?  Why?  Art.  135.  Ex.  46. 

10.  A owned  f of  200  acres  of  land  and  sold  | of  his  share  to 
B,  who  sold  ^ of  what  he  bought  to  C ; how  many  acres  had  each? 
Give  reasons  and  rules  for  the  operations.  Art.  135.  Ex.  61. 

DIVISION  OF  FRACTIONS. 

1.  Define  division  of  fractions.  Art.  136. 

2.  Give  rule  and  reason  for  division  of  fractions.  Art.  136. 

3.  What  do  you  do  when  either  the  dividend  or  divisor  is  a 
whole  number?  Art.  136. 

4.  How  do  you  proceed  when  either  of  the  fractions  is  a mixed 
number  or  a compound  fraction?  Art.  136. 

5.  If  the  terms  of  the  dividend  are  exactly  divisible  by  the 
corresponding  terms  of  the  divisor,  how  do  you  find  the  quotient? 
Art.  136. 

6.  Divide  f by  | and  give  clearly  the  rule  and  reason.  Art. 
137. 

7.  If  f of  I of  a barrel  of  fiour  will  last  a family  one  week, 
how  long  will  barrels  last  them  ? Why?  Art.  137.  Ex.  84. 

8.  Define  a complex  fraction  and  give  rule  and  reason  for  re- 
ducing complex  fractions  to  simple  ones.  Art.  138. 

4Q5  Q43 

9.  What  is  the  sum  and  difference  of  — i and ^ ? Art. 

97  146x\ 

188.  Ex.  10. 

10.  A man  being  asked  how  many  sheep  he  had,  said  he  had 
them  in  three  fields ; in  the  first  he  had  63,  which  was  | of  what 
he  had  in  the  second,  and  that  f of  what  he  had  in  the  second 
was  just  4 times  what  he  had  in  the  third.  How  many  sheep  had 
he  in  all?  Art.  188.  Ex.  34. 

DUODECIMALS. 

1.  What  are  duodecimals  ? If  the  unit  one  foot  be  divided  into 
12  equal  parts,  what  is  each  part  called? 

2.  If  one  inch  be  divided  into  12  equal  parts,  what  is  each  part 
called?  Art.  139. 

3.  What  are  the  indices?  Art.  139. 


ARITHMETIC.  81 

4.  By  what  rules  do  you  operate  on  duodecimal  units  ? Art. 
140. 

5.  What  are  the  units  of  the  scale?  Art.  140. 

6.  What  is  multiplication  of  duodecimals?  Art.  141. 

7.  Give  rule  and  reason  for  multiplication  and  division  of  duo- 
decimals. Art.  142. 

8.  From  a cellar  42  fU  10  in.  long,  12  ft.  6 in.  wide,  were  thrown 
158  cu.  yds.  17  cu.  ft.  of  earth;  how  deep  was  it?  Art.  142. 
Ex.  8. 

DECIMAL  FRACTIONS. 

1.  How  many  hinds  of  fractions  are  there?  What  are  they? 
Art.  143. 

2.  State  the  difference  between  a common  and  a decimal  frac- 
tion. Art.  142. 

3.  When  the  unit  is  divided  into  10  or  100  equal  parts,  what  is 
each  part  called  ? Art.  144. 

4.  How  are  decimal  fractions  formed?  Art.  144. 

5.  What  gives  denomination  to  the  fraction?  Art.  144. 

6.  Is  the  denominator  understood?  Art.  145. 

7.  How  can  you  tell  what  every  denominator  is  ? 

8.  Which  way  are  decimals  numerated?  Art.  145. 

9.  On  what  does  the  unit  of  a figure  depend?  Art.  146. 

10.  How  does  the  value  change  from  the  left  toward  the  right? 
Art.  146. 

11.  Give  the  rule  and  reason  for  writing  and  reading  decimals. 
Art.  146; 

12.  Write  40  and  nine  ten  millionths.  Art.  146.  Ex.  8. 

13.  What  is  the  unit  of  Federal  money?  Art.  147. 

14.  What  part  of  a dollar  is  a cent?  A mill?  Art.  147. 

15.  What  effect  does  annexing  a cipher  have  to  the  value  of  a 
decimal?  Art.  148. 

16.  What  effect  does  prefixing  a cipher  have  to  the  value  of  a 
decimal?  Art.  149. 

ADDITION  OP  DECIMALS. 

1.  What  is  addition  of  decimals?  Art.  150. 

2.  What  parts  of  unity  may  be  added  together  ? Art.  150. 


82 


THE  COMPLETE  EXAMINER. 


3.  Give  rule  and  reason  for  addition  of  decimals. 

SUBTRACTION  OF  DECIMALS. 

1.  Give  rule  and  reason  for  subtraction  of  decimals.  Art.  151. 

2.  How  many  places  do  you  point  off  in  remainder  ? Art.  151. 

3.  From  two  hundred  and  twenty-seven  thousandths  take  nine- 
ty-seven and  one' hundred  and  twenty  ten  thousandths.  Art.  151. 
Ex.  24. 

MULTIPLICATION  OP  DECIMALS. 

1.  After  multiplying,  how  many  places  do  you  point  off  in  the 
product?  Give  an  example.  Art.  152. 

2.  When  there  are  not  so  many  places  what  do  you  do  ? Art. 
152. 

3.  Give  rule  and  reason  for  multiplication  of  decimals.  Art. 
152. 

4.  Multiply  two  hundred  and  ninety-four  millionths  by  one  mil- 
lionth. Art.  152.  Ex.  13. 

5.  What  effect  does  removing  the  decimal  point  one  place  to 
the  right  or  left  have  on  decimal  fractions?  Art.  154. 

CONTRACTIONS  IN  MULTIPLICATION. 

1.  What  is  contraction  in  multiplication  of  decimals?  Art.  153. 

2.  What  is  proposed  in  the  example?  Explain  it.  Art.  153. 

3.  How  are  the  numbers  written  down  for  multiplication? 
Art.  153. 

4.  Give  the  rule  and  reason  for  this  method.  Art.  153. 

5.  Where  is  the  first  figure  of  every  product  to  be  written,  and 
how  do  you  compensate  for  the  part  omitted?  Art.  153. 

6.  By  this  method  multiply  4745.679  by  751.4549  and  reserve 
only  whole  numbers  in  the  product.  Art.  153.  Ex.  5. 

DIVISION  OF  DECIMAL  FRACTIONS. 

1.  Define  division  of  decimal  fractions.  Art.  155. 

2.  How  do  you  determine  the  number  of  decimal  places  in  the 
quotient?  Art.  155. 

3.  Give  the  rule  for  the  division  of  decimals.  Art.  155. 


ARITHMETIC. 


83 


4.  How  do  you  divide  a decimal  by  10,  100,  or  1000?  Art. 
156. 

5.  How  many  suits  of  clothes  can  be  made  from  34  yds.  of 
cloth,  allowing  4.25  yds.  for  each  suit?  Art.  156.  Ex.  30. 

6.  If  there  are  more  decimal  places  in  the  divisor  than  in  the 
dividend,  what  do  you  do  ? What  will  the  figures  of  the  quotient 
then  be?  Art.  157. 

7.  What  do  you  do  after  you  have  brought  down  all  the  figures 
of  the  dividend?  Art.  158. 

CONTRACTIONS  IN  DIVISION. 

1.  What  are  contractions  in  division?  Art.  160. 

2.  Explain  the  process  of  making  the  division.  Art.  160. 

3.  What  figures  may  be  omitted  in  the  contracted  method? 
Art.  160. 

4.  Give  the  reasons  for  contractions  in  division.  Art.  160. 

5.  Divide  by  this  method  98.187437  by  8.4765618.  Art.  160. 
Ex.  4. 

REDUCTION  OF  COMMON  AND  DECIMAL  FRACTIONS. 

1.  How  do  you  change  a common  to  a decimal  fraction‘s  Art. 
161. 

2.  How  do  you  change  a decimal  to  the  form  of  a common 
fraction  ? 

3.  A man  owns  | of  a ship ; he  sells  of  his  share : what 
part  is  that  of  the  whole,  expressed  in  decimals?  Art.  161.  Ex. 
19. 

DENOMINATE  DECIMALS. 

1.  Define  a denominate  decimal.  Art.  163. 

2.  How  do  you  find  the  value  of  a denominate  number  in  deci- 
mals of  a higher  unit  ? Art.  1 64. 

3.  Give  rule  and  reason  for  finding  the  value  of  a decimal  in 
integers  of  less  denominations.  Art.  165. 

4.  What  decimal  part  of  a mile  is  72  yards?  Art.  164.  Ex. 
29. 

CIRCULATINO  OR  REPEATING  DECIMALS. 

1.  How  many  cases  are  there  of  changing  a vulgar  to  a deci- 
mal fraction?  What  are  they?  Art.  166. 


84 


THE  COMPLETE  EXAMINER. 


I 2.  What  distinguishes  one  of  these  cases  from  another  ? Art. 

166. 

3.  How  can  you  tell  when  a vulgar  fraction  can  be  exactly  ex- 
pressed decimally?  Art.  167. 

. 4.  How  many  decimal  places  will  there  be  in  the  quotient? 
Art.  167. 

5.  Can  ^ be  exactly  expressed  decimally?  Art..  168. 

6.  To  what  does  the  value  of  this  quotient  approach  ? Art. 
168. 

7.  When  does  it  become  equal  to  one  third?  Art.  168. 

8.  Define  a circulating  decimal.  Art.  169. 

9.  What  is  a repetend?  Give  an  example.  Art.  170. 

10.  What  is  a single  repetend  ? A compound  repetend  ? Pure 
repetend?  Mixed  repetend ? Similar  repetend?  Art.  171-175. 

11.  What  are  dissimilar  repetends?  Conterminous  repetends? 
Art.  177. 

12.  What  are  Similar  and  Conterminous  repetends  ? Art.  178. 

13.  Give  the  ride  and  reason  for  reducing  a pure  repetend  to 
its  equivalent  common  fraction.  Art.  178. 

14.  How  do  you  find  the  value  of  a mixed  repetend?  Art. 
180. 

15.  How  do  you  add  circulating  decimals?  Art.  183. 

16.  Give  the  rules  and  reasons  for  Subtraction,  Multiplication, 
and  Division  of  circulating  decimals. 

17.  Multiply  45.1'3  by  '245'  and  divide  3.'753'  by  '24'.  Art. 
186.  Ex.  8. 


CONTINUED  FRACTIONS. 

1.  What  is  a continued  fraction?  Art.  187. 

2.  Define  an  approximating  fraction.  Art.  188. 

3.  Place  f f under  the  form  of  a continued  fraction  and  find  the 
value  of  each  approximating  fraction.  Art.  188.  Ex.  5. 

RATIO  AND  PROPORTION. 

1.  Define  ratio.  Proportion.  Art.  189. 

2.  From  how  many  terms  is  a ratio  derived?  Art.  190. 

3.  What  is  the  first  term  called?  The  second?  Which  is  the 
Standard?  Art.  190. 


ARITHMETIC. 


85 


4.  How  may  the  ratio  of  two  numbers  be  expressed  and  read? 
Art.  191. 

5.  What  are  proportional  terms?  Art.  192. 

6.  Which  are  the  extremes  of  a proportion?  The  means? 
Art.  193. 

7.  What  is  the  product  of  the  extremes  equal  to?  Art.  194. 

8.  On  what  principle  is  the  rule  for  proportion  founded?  Art. 
194. 

' 9.  What  is  Simple  ratio  ? Compound  ratio  ? Art.  195. 

10.  Define  and  give  the  rule  of  Three,  and  reason  for  same. 
Art.  198. 

11.  How  do  you  state  a question  by  the  rule  of  Three?  Art. 
199. 

12.  At  what  time  between  6 and  7 o’clock  will  the  hour  and 
minute  hands  of  a clock  be  exactly  together?  Art.  199.  Ex. 
46. 

13.  A can  do  a piece  of  work  in  3 days ; B,  in  4 days ; C,  in 
6 days : in  what  time  will  they  all  do  it,  working  together?  Art. 

' 199.  Ex.  49. 

CAUSE  AND  EFFECT. 

1.  Define  Causes,  Simple  and  Compound.  Art.  200. 

2.  What  are  Effects,  Simple  and  Compound  ? Art.  201. 

3.  What  do  we  infer  from  the  nature  of  causes  and  effects  ? 
Art.  202. 

4.  When  are  two  numbers  directly  proportional  ? Art.  205. 

5.  When  are  two  numbers  inversely  proportional  ? Art.  205. 

6.  If  two  numbers  are  inversely  proportional,  what  is  either 
equal  to  ? Why  ? Art.  207. 

7.  If  72  horses  eat  a certain  quantity  of  hay  in  76  weeks,  how 
many  horses  will  consume  the  same  in  90  weeks?  Art.  208. 
Ex.  28. 

COMPOUND  PROPORTION. 

1.  Define  Compound  Proportion,  and  tell  what  it  embraces. 
Art.  209. 

2.  What  is  always  required  ? Art.  209. 


86 


THE  COMPLETE  EXAMINER. 


3.  Give  the  rule  and  reason  for  compound  proportion.  Art. 

210. 

4.  If  5 compositors  in  16  days,  working  14  hours  a day,  can 
compose  20  sheets  of  24  pages  each,  50  lines  in  a page,  and  40 
letters  in  a line,  in  how  many  days,  working  7 hours  a day,  can 
10  compositors  compose  40  sheets  of  16  pages  in  a sheet,  60  lines 
in  a page,  and  50  letters  in  a line?  Art.  210.  Ex.  19. 

PARTNERSHIP. 

1.  Define  Partnership.  Partners.  Capital  or  Stock.  Art. 

211. 

2.  What  is  dividend?  Loss?  Art.  211. 

3.  Give  rule  and  reason  for  Partnership.  Art.  212. 

COMPOUND  PARTNERSHIP. 

1.  Define  Compound  Partnership.  Art.  218. 

2.  Give  the  reason,  and  not  the  rule,  for  compound  partner- 
ship. 

3.  Where  men  take  an  interest  in  a mining  company,  A puts 
in  $480  for  6 months,  B a sum  not  named  for  12  months,  and  C 
$320  for  a time  not  mentioned ; when  the  accounts  were  settled 
A received  $600  for  his  stock  and  profit,  B $1200  for  his,  and  C 
$520  for  his ; what  was  B’s  stock  and  C’s  time  ? Art.  213.  Ex. 
10. 

PER  CENTAGE. 

1.  Define  per  centage.  What  is  the  base?  Art.  214. 

2.  Define  per  cent.  Bate  per  cent.  Art.  215. 

3.  How  do  you  find  the  per  centage  of  any  number  ? Art.  216. 

4.  How  do  you  find  the  per  cent,  which  one  number  is  of  an- 
other? Art.  217. 

5.  How  do  you  find  the  base  when  the  per  centage  is  added  to 
or  subtracted  from  the  base?  Art.  218. 

6.  What  per  cent,  of  800  is  eleven?  Art.  217.  Ex.  9. 

7.  A grocer  purchased  a lot  of  teas  and  sugar,  on  whicli  he  lost 
16  per  cent,  for  selling  them  for  $4200 ; what  did  he  pay  for  the 
goods?  Art.  218.  Ex.  4. 


ARITHMETIC. 


87 


INTEREST. 

1.  Define  interest.  Principal.  Amount.  Art.  219. 

2.  Define  rate  of  interest.  What  does  per  annum  mean  ? Art. 
219. 

3.  How  do  you  find  the  interest  of  any  principal  for  any  num- 
ber of  years  ? Give  the  analysis,  with  reasons.  Art.  220. 

4.  How  do  you  find  the  interest  for  any  time,  at  any  rate? 
Art.  221. 

5.  How  do  you  find  the  interest  on  any  principal  for  any  time, 
at  any  rate?  Art.  221,  222. 

6.  Gave  a note  of  $560.4^,  March  14th,  1855,  on  interest  after 
90  days.  What  interest  was  due  Dec.  1st,  1856,  at  10  per  cent.? 
Art.  222.  Ex.  27. 

7.  How  do  you  find  the  interest  when  the  principal  is  in  pounds, 
shillings  and  pence  ? Art.  223. 

8.  How  many  parts  are  there  in  every  queii  tion  in  interest  ? 
Art.  224. 

9.  How  many  of  these  must  be  known  before  the  remainder 
can  be  found  ? Art.  224. 

10.  How  do  you  find  the  interest  when  you  know  the  principal^ 
rate  and  time  f Art.  224. 

11.  How  do  you  find  the  principal  when  you  know  the  interest^ 
rate  and  time^  Art.  224. 

12.  How  do  you  apply  the  formula  to  any  case"^  Art.  224. 

13.  Give  rule  and  reason  for  Partial  Payments.  Art.  225. 

14.  For  value  received  we  jointly  and  severally  promise  to  pay 
Jones,  Mead  & Co.  or  order,  four  hundred  and  fifty  dollars  on  de- 
mand, with  interest  at  8 per  cent.  Manning  & Bros. 

The  following  indorsements  were  made  on  this  note : 

Sept.  25th,  1851,  received  $85.60.  July  10th,  1852,  received 
$20.  June  6th,  1853,  received  $150.45.  Dec.  28th,  1854,  re- 
ceived $25.12^.  May  5th,  received  $169.  What  was  due  Oct. 
18th,  1857  ? Art.  225.  Ex.  6. 

COMPOUND  INTEREST. 

1.  Define  Legal  interest.  Compound  interest.  Art.  227. 

2.  Give  rule  for  computing  compound  interest.  Art.  227. 


88 


THE  COMPLETE  EXAMINER. 


3.  Find  by  the  table  what  $75  will  amount  to  in  10  years  4 
mo.  21  days,  at  7 per  cent,  compound  interest.  Art.  227.  Ex. 
13. 

4.  What  will  be  the  compound  interest  of  $200  for  1 year  7 
mo.  9 da.,  at  5 per  cent.  ? Art.  227.  Ex.  14. 

DISCOUNT. 

1.  Define  Discount.  What  is  the  face  of  a note?  Present 
value?  Art.  228. 

2.  What  is  the  discount  on  any  note  ? Art.  230. 

3.  Give  the  rule  for  finding  the  discount.  Art.  230. 

4.  What  sum  of  money  will  amount  to  $2500  in  2 years  7 mo. 
12  da.,  at  12  per  cent.?  Art.  230.  Ex.  5. 

5.  Which  is  the  more  advantageous,  to  buy  sugar  at  7^  cents  a 
pound  on  4 months  credit,  or  at  8 cts.  a pound  on  6 months,  at  6 
per  cent,  interest  ? Art.  230.  Ex.  13. 

6 Bought  land  at  $10  an  acre ; what  must  I ask  per  acre  if  I 
abate  10  per  cent,  and  still  make  20  per  cent,  on  the  purchase 
money?  Art.  230.  Ex.  14. 

BANKING. 

1.  Define  Bank  and  Banking*  Bank  Bills.  Art.  231. 

2.  What  is  a promissory  note  ? Accommodation  note  ? Art. 

231. 

3.  What  are  business  notes?  Days  of  gi^ace?  Art.  231. 

4.  Write  a note  payable  to  bearer.  A joint  note.  One  pay- 
able at  a bank.  A negotiable  note.  Art.  231. 

bank  discount. 

1.  Define  Bank  Discount.  When  is  the  interest  paid?  Art. 

232. 

2.  How  is  interest  calculated  by  the  customs  of  banks  ? Art. 
232. 

3.  What  is  the  bank  discount  and  proceeds  of  a note  of  $500 
at  6|  per  cent,  payable  in  8^  months  ? Art.  232.  Ex.  3. 

4.  What  is  the  difference  between  the  true  and  bank  discount 
of  $10,000,  payable  in  4^  months  at  8 per  cent?  Art.  232. 
Ex.  8. 


ARITHMETIC. 


89 


5.  How  do  you  find  the  face  of  a note  of  a required  present 
value?  Art.  232. 

COMMISSION. 

1.  Define  Commission  and  tell  how  you  find  the  amount  of 
commission  on  a given  vsum.  Art.  234. 

2.  How  do  you  find  the  amount  to  be  invested  exclusive  of  the 
commission  ? Art.  234. 

3.  A town  collector  received  4^  per  cent,  for  collecting  a tax 
of  $2564.25;  what  was  the  amount  of  his  per  centage?  Art. 
234.  Ex.  7. 

4.  A bank  fails  and  has  in  circulation  bills  to  the  amount  of 
$267581  ; it  can  pay  9^  per  cent. : how  much  money  is  there  on 
hand?  Art.  234.  Ex.  8. 

STOCKS  AND  BROKERAGE. 

1.  Define  Corporation.  Charter.  Capital  or  Stock.  Shares. 
State  Stocks.  United  States  Stocks.  Art.  236,  237. 

2.  What  is  par  value  ? Market  value  ? Art.  238. 

3.  When  is  the  stock  said  to  be  above  par?  Below  par?  Art. 
238." 

4.  What  is  dividend  ? On  what  is  it  estimated  ? Art.  239. 

5.  Define  Brokerage  and  tell  how  you  find  the  value  of  stock 
which  is  above  par.  Art.  241. 

6.  The  par  value  of  257  shares  of  bank  stock  was  $200  a 
share  ; what  is  the  present  value  of  all  the  shares,  the  stock  being 
at  a premium  of  15  per  cent.?  Art.  241.  Ex.  3. 

7.  How  do  you  find  the  sum  which  will  purchase  a given 
am«.unt  of  stock  at  par  value  ? Art.  242. 

8.  How  do  you  find  the  rate  of  interest  on  an  investment  when 
the  stock  is  above  or  below  par  ? Art.  243. 

9.  How  do  you  find  which  is  the  best  investment  ? Art.  244. 

10.  Which  will  yield  the  largest  profit,  8 per  cent,  stock  at  a 
premium  of  20  per  cent.,  or  5 per  cent,  stock  at  80  per  cent.  ? 
Art.  244.  Ex.  3. 

PROFIT  AND  LOSS. 

1.  Define  Profit  and  Loss,  and  give  rule  and  reason  for  finding 
profit  or  loss.  Art.  240. 


90 


THE  COMPLETE  EXAMINEE. 


2.  How  do  you  find  the  cost  when  you  know  the  per  cent,  and 
the  amount  of  sale  ? Art.  246. 

3.  How  do  you  find  the  selling  price  of  an  article  so  as  to  gain 
or  lose  a certain  per  cent.  ? Art.  247. 

4.  How  do  you  find  the  per  centage  when  you  know  the  gain 
or  loss  ? Art.  248. 

5.  Bought  a piece  of  cotton  goods  for  6 cents  a yard,  and  sold 
it  for  7^  a yard ; what  was  my  gain  per  cent.  ? Art.  248.  Ex.  2. 

6.  If  a merchant  sell  tea  at  66  cents  a pound  and  gain  20  per 
cent.,  how  much  would  he  gain  per  cent,  if  he  sold  it  at  77  cents 
a pound  ? Art.  248.  Ex.  10. 

INSURANCE. 

1.  Define  Insurance,  Policy,  Premium,  Art.  251. 

2.  How  many  cases  are  there  which  arise  in  insurance  ? What 
are  they?  Art.  252. 

3.  Give  the  rule  for  finding  the  premium.  Art.  253. 

4.  What  is  life  insurance  ? Art.  254. 

5.  A merchant  paid  $1920  insurance  on  his  vessel  and  cargo, 
which  was  5^  per  cent,  on  the  amount  insured ; how  much  did  he 
insure?  Art.  253.  Ex.  13. 

6.  What  do  you  understand  by  the  expectation  of  life  ? Art. 

255. 

7.  What  may  be  calculated  from  the  necessary  facts?  Art. 

256. 

8.  What  will  be  the  annual  premium  for  insuring  a person’s 
life  who  is  60  years  of  age  for  $2000,  at  the  rate  of  $4.91  on 
one  hundred  dollars  ? Art.  256.  Ex.  5. 

ENDOWMENTS. 

1.  Define  Endowments.  What  does  a table  of  endowments 
show,  and  what  may  be  found  from  the  table  ? 'Art.  257. 

2.  What  endowment  at  21  can  be  purchased  for  $961  paid  at 
the  age  of  five  years  ? Art.  257.  Ex.  2. 

ANNUITY. 

1.  What  is  an  annuity?  Present  value  of  an  annuity?  Art. 
258. 


AlilTlIMETIC. 


Di 

2.  How  do  you  find  the  present  value  of  an  annuity  for  a given 
rate  and  time  ? Art.  258. 

3.  What  is  the  present  value  of  an  annuity  of  $1500  a year 
for  30  years,  the  compound  interest  being  reckoned  at  5 per  cent.? 
Art.  258.  Ex.  3. 

ASSESSING  TAXES. 

I 

1.  What  is  a tax?  Poll  tax?  How  generally  collected?  Art. 

259. 

2.  What  is  the  first  thing  to  be  done  in  assessing  taxes  ? Art. 

260. 

3.  Explain  the  process  of  finding  the  per  cent,  of  tax  to  be 
levied  on  a dollar.  Art.  260. 

4.  How  do  you  form  the  assessment  table?  Art.  261. 

5.  Give  the  whole  process  required  in  making  out  a school  bill, 
and  tell  on  what  principle  founded. 

CUSTOM  HOUSE  BUSINESS. 

1.  Define  a port  of  Entry.  Duty.  Custom  House.  Art.  262. 

2.  What  charges  are  vessels  required  to  pay?  Art.  262. 

3.  Under  whose  directions  are  the  revenues  of  the  country  ? 
Art.  262. 

4.  How  are  duties  collected?  By  whom?  Art.  262. 

5.  Define  Specific  duty.  Advalorem  duty.  Art.  262. 

6.  What  do  the  laws  of  Congress  direct  in  relation  to  foreign 
goods?  Art.  263. 

7.  Define  gross  weight.  Net  weight.  Draft.  Tare.  Art.  263. 

8.  What  are  the  different  kinds  of  tare?  Art.  263. 

9.  What  will  be  the  duty  on  225  bags  of  coffee,  each  weighing 
gross  160  lbs.,  invoiced  at  6 cents  a pound,  2 per  cent,  being  the 
legal  rate  of  tare,  and  20  per  cent,  the  duty  ? Art.  263.  Ex.  21. 

EQUATION  OF  PAYMENTS. 

1.  What  is  Equation  of  Payments  ? Art.  264. 

2.  How  do  you  find  the  average  time  of  payment?  Art.  264. 

3.  May  the  equated  time  be  reckoned  from  any  day  ? Art.  264. 
(Note.) 

4.  A note  for  $500,  dated  Nov.  6th,  1856,  payable  in  three 


92' 


THE  COMPLETE  EXAMINER. 


months,  was  given  by  E to  H.  On  Dec.  3d,  E paid  $350 ; when 
ought  the  balance  to  be  paid  to  balance  the  account?  Ai’t.  264. 
Ex.  4. 

ALLIGATION. 

1.  Define  Alligation,  and  tell  into  how  many  parts  it  is  divided. 
Art.  265. 

2.  Define  Alligation  Medial,  and  tell  how  you  find  the  price  of 
the  mixture.  Art.  266. 

3.  During  the  seven  days  of  the  week  the  thermometer  stood 
as  follo\vs:  70%  73%  73^%  77%  80J%  and  81^;  what  was  the 
average  temperature  during  the  week?  Ex.  5.  Art.  266. 

ALLIGATION  ALTERNATE. 

1.  Define  Alligation  Alternate,  and  tell  how  it  may  be  proved. 
Art.  267 

2.  How  do  you  find  the  Proportional  Parts  ? Art.  268. 

3.  How  do  you  find  the  Proportional  Parts  when  the  quantity 
of  one  simple  is  given?  Art.  269. 

4.  How  do  you  find  the  Proportional  Parts  when  the  quantity 
and  the  mixture  is  given?  Art.  270. 

5.  A farmer  sold  a number  of  colts  at  $50  each,  oxen  at  $40, 
cows  at  $25,  calves  at  $10,  and  realized  an  average  price  of  $30 
per  head ; what  was  the  smallest  number  he  could  sell  of  each  ? 
Ex.  3. 

6.  A merchant  has  four  pieces  of  calico,  each  worth  24,  22,  20, 
15  cents  a yard ; how  much  must  he  cut  from  each  piece  to  ex- 
change for  42  yds.  of  another  piece  worth  17  cents  a yard  ? Art. 
270.  Ex.  7. 

COINS,  CURRENCY  AND  EXCHANGE. 

1.  Define  Coins.  Currency  and  Exchange.  Art.  271. 

2.  What  is  nrovided  by  the  Constitution  of  the  U.  States? 
Art.  271. 

3.  How  many  values  may  a coin  be  said  to  have?  Art.  272. 

4.  Define  each  value.  What  is  a Bill  of  Exchange  ? Art.  274. 

5.  How  many  Parties  are  there  to  a bill  of  exchange  ? Name 
them.  Art.  274. 


ARITHMETia 


93 


0.  Describe  liow  bills  of  exchange  aid  commerce,  and  name  all 
the  Parties  to  the  bill  in  this  example.  Art.  275. 

7.  Dehiie  an  inland  bill.  A foreign  bill.  Art.  276. 

8.  How  is  the  time  determined  at  which  it  is  made  payable  ? 
How  are  bills  always  drawn  ? Art.  277. 

9.  How  many  bills  are  generally  drawn  for  the  same  amount  ? 

10.  What  is  an  indorsement  in  blank  ? A special  indorsement? 
Art.  280. 

11.  What  is  the  Person  making  the  bill  called?  Art.  280. 

12.  What  is  the  effect  of  an  indorsement?  How  may  a bill 
drawn  to  bearer  be  transferred  ? Art.  280. 

13.  What  is  acceptance?  How  made?  Art.  281. 

14.  Tell  all  you  can  about  making^  drawing  and  'protesting  bills 
of  exchange,  and  Par  of  exchange.  Course  of  exchange.  Art. 
282. 

15.  What  is  the  exchange  value  of  a pound  Sterling?  Art. 
287. 

16.  In  what  currency  are  the  exchanges  between  this  country 
and  England  made  ? What  is  the  commercial  value  of  the  Pound 
sterling?  Art.  288. 

17.  I have  $947.86  and  wish  to  remit  to  London  £364  18s.  8d., 
exchange  being  at  8|:  per  cent. ; hoAV  much  additional  money  will 
be  necessary  ? Art.  289.  Ex.  5. 

18.  Describe  the  method  of  exchange  with  France.  Hamburg. 

o o 

19.  What  amount  in  dollars  and  cents  will  produce  a bill  of  ex- 
change on  Hamburg  for  18649  Mares  banco,  exchange  being  at 
2 per  cent,  premium?  Art.  291.  Ex.  1. 

ARBITRATION  OF  EXCHANGE. 

1.  Define  arbitration  of  exchange.  Art.  294. 

2.  What  principle  is  involved  in  arbitration  of  exchange? 
Art.  294. 

3.  What  is  the  chain  rule  ? Explain  it.  Illustrate  by  an  ex- 
ample. 

GENERAL  AVERAGE. 

1.  Define  Average.  General  average.  , Art.  295. 

2.  How  many  kinds  of  average  are  there  ? Name  them.  Art.  . 
296. 


94 


THE  COMPLETE  EXAMINER. 


3.  Under  what  circumstances  will 'a  general  average  occur? 
Art.  296. 

4.  How  is  the  freight  valued ? Cargo?  Ship?  Art.  297. 

5.  How  much  is  charged  on  account  of  the  Seaman’s  wages  ? 
Art.  297. 

6.  Explain  the  Principle  by  an  example.  Art.  297.  Ex.  1. 

TONNAGE  OF  VESSELS. 

1.  What  is  the  tonnage  of  a vessel?  Art.  298. 

2.  To  what  are  coasters  subject?  Art.  298. 

3.  What  is  the  government  rule  for  finding  the  tonnage  of  ves- 
sels? Art.  299. 

4.  What  is  the  difference  between  the  government  rule  and  the 
ship-builder’s  rule  ? Art.  299. 

5.  What  is  the  government  tonnage  of  a double-decker,  the 
length  being  103  ft.,  breadth  25  feet  6 inches  ? Art.  299.  Ex.  4. 

INVOLUTION. 

1.  Define  I.i volution.  Power.  Poot  of  Power.  Third  Power. 
Art.  300. 

2.  What  is  the  exponent  of  a Power  ? How  written  ? Art. 
301. 

3.  How  many  things  are  connected  with  every  Power?  Art. 
301. 

4.  How  do  you  find  the  Power  of  a number?  Art.  301. 

5.  Find  the  cube  of  14f.  The  value  (3.205)^.  Art.  301. 
Ex.  36-42. 

EVOLUTION. 

1.  Define  Evolution.  Square  root.  Cube  root.  Art.  302. 

2.  How  do  you  denote  the  square  root ? Cube  root?  Art.  302. 

3.  What  is  a perfect  square,  and  how  many  are  there  between 
1 and  100?  Art.  303. 

4.  Into  how  many  parts  may  every  number  be  decomposed  ? 
When  so  decomposed,  to  what  is  its  square  equal  ? Art.  304. 

‘5.  What  is  the  first  step  in  extracting  the  square  root?  Art. 
305. 


ARITHMETIC. 


95 


6.  Give  the  rule  and  reason  for  extracting  the  square  root. 
Art.  305. 

7.  How  do  you  extract  the  square  root  of  decimal  fractions  ? 
Art.  306. 

8.  How  of  a common  fraction  ? Art.  306. 

9.  Define  a right  angle.  A Triangle.  Art.  307. 

10.  Define  a right-angled  triangle.  Hypothenuse.  Art.  308. 

11.  In  a right-angled  triangle  to  what  is  square  of  the  Hypothe- 
nuse equal  ? Why  ? Art.  309. 

12.  How  do  you  find  the  Hypothenuse  when  you  know  the  base 
and  perpendicular?  Art.  310. 

13.  When  you  know  the  Hypothenuse  and  one  side,  how  do 
you  find  the  other  side?  Art.  311 

14.  Find  the  square  root  of  225.  of  |.  Art.  306.  Ex.  3 and 
13. 

15.  What  length  of  a rope  must  be  attached  to  a halter  4 feet 
long,  that  a horse  may  feed  over  2|-  acres  of  ground  ? Art.  311. 
Ex.  16. 

16.  Three  men  bought  a grindstone  which  was  four  feet  in  di- 
ameter ; how  much  must  each  grind  off  to  use  up  his  share  of  the 
stone?  Art.  311.  Ex.  17 

CUBE  ROOT. 

1.  What  is  the  cube  root  of  a number  ? Art.  312. 

2.  When  is  a number  a perfect  cube?  Art.  312. 

3.  How  many  perfect  cubes  are  there  between  1 and  1000  ? 
Art.  312. 

4.  Of  how  many  parts  is  the  cube  of  a number  composed? 
Art.  313. 

5.  Name  and  describe  them.  Art.  313. 

6.  Give  and  demonstrate  the  rule  for  extracting  the  cube  root 
of  a number.  Art.  .314. 

7.  How  do  you  extract  the  cube  root  of  a common  or  a decimal 
fraction?  Art.  315. 

8.  How  many  places  will  there  be  in  the  root?  Art.  315. 

9.  What  is  the  cube  root  of  46.656?  Of  8.343?  Art.  314, 
315.  Ex.  3,  1. 


9G 


THE  COMPLETE  EXAMINER. 


10.  'Wliat  is  the  difference  between  half  a cubic  yard  and  a 
cube  whose  edge  is  half  a yard?  Art.  316.  Ex.  6. 

11.  If  I put  2 tons  of  hay  in  a stack  10  feet  high,  how  high 
must  a similar  stack  be  to  contain  16  tons?  Art.  316.  Ex.  15. 

12.  Four  women  bought  a ball  of  yarn  6 inches  in  diameter 

and  agreed  that  each  should  take  her  share  separately  from  the 
surface  of  the  ball ; how  much  of  the  diameter  must  each  wind 
off?  Art.  316.  Ex.  16.  , 

ARITHMETICAL  PROGRESSION. 

1.  Define  Arithmetical  Progression.  Common  Difference. 
Art.  317. 

2.  What  is  a decreasing,  and  what  is  an  increasing  series? 
Art.  318. 

3.  Which  are  the  means,  and  which  the  extremes,  of  a pro- 
gression? Art.  318. 

4.  How  many  parts  are  there  in  every  Arithmetical  Proojres- 
sion?  Art.  319. 

5.  How  fnany  parts  must  be  given  before  the  remaining  ones 
can  be  found?  Art.  319. 

6.  When  you  know  the  first  term,  the  common  difference  and 
the  number  of  terms,  how  do  you  find  the  last  term?  Art.  320. 

7.  What  will  $200  amount  to  in  15  years,  at  7 per  cent,  simple 
interest;  the  first  year  it  increases  $14,  the  second  $28,  and  so 
on?  Art.  320.  Ex.  3. 

8.  When  you  know  the  extremes  and  number  of  terms,  how 
do  you  find  the  common  difference  ? Art.  321. 

9.  How  do  you  find  the  sum  of  the  series?  Art.  322. 

10.  Having  given  the  first  and  last  terms,  and  the  common  dif- 
ference, how  do  you  find  the  number  of  terms  ? Art.  323. 

11.  A person  proposes  to  make  a journey  and  travel  15  miles 
the  first  day,  and  33  miles  the  last,  with  a daily  increase  of  1^ ; 
in  how  many  days  did  he  make  the  journey,  and  what  was  the 
whole  distance  travelled?  Art.  323.  Ex.  2. 

GEOMETRICAL  PROGRESSION. 

1.  Define  Geometrical  Progression.  Ratio.  Art.  322. 


ARITHMETIC, 


97 


2.  What  is  an  increasing  Series  ? Decreasing  Series  ? Art. 
325. 

3.  Define  the  terms^  means  and  extremes  of  a Progression. 
Art.  326. 

4.  How  many  parts  are  there  in  every  Geometrical  Progres- 
sion ? Art.  326. 

5.  How  many  must  be  known  before  the  rest  can  be  found  ? 
Art.  326. 

6.  Knowing  the  first  term,  the  ratio,  the  number  of  terms,  how 
do  you  find  the  last  term  ? Art.  327. 

7.  The  first  term  of  a decreasing  geometrical  series  is  729,  the 
ratio  ^ ; what  is  the  10  term  ? Art.  327.  Ex.  3. 

8.  Knowing  the  two  extremes  and  the  ratio,  how  do  you  find 
the  sum  of  the  terms  ? Art.  328. 

9.  A merchant  engaging  in  business  trebled  his  capital  once  in 
4 years;  if  he  commenced  with  $2000,  v>diat  will  his  capital 
amount  to  at  the  end  of  the  12tli  year?  Art.  327.  Ex.  6. 

10.  A laborer  agreed  to  thresh  64  days  for  a farmer,  on  the 
condition  that  he  should  give  him  1 grain  of  wheat  for  the  first 
day’s  labor,  2 grains  for  the  second,  and  double  each  succeeding 
day ; what  number  of  bushels  would  he  receive,  supposing  a pint 
to  contain  7,680  grains,  and  what  number  of  ships,  each  carrying 
1000  tons  burden,  might  be  loaded,  allowing  40  bushels  to  a ton? 
Art.  328.  Ex.  5. 

ANALYSIS. 

1.  Define  Analysis  and  tell  M'herein  it  differs  from  the  “Side 
of  ThreeP 

2.  By  analysis  find  the  cost  of  12^  lbs.  of  tea  at  6s.  and  8d.  a 
pound,  Pennsylvania  currency.  Page  329.  Ex.  7. 

3.  A general  arranging  his  army  in  the  form  of  a square,  finds 
that  he  has  44  remaining;  but  by  increasing  each  side  by  another 
man,  he  wants  49  to  fill  up  the  square ; how  many  men  had  he? 
Page  348.  Ex.  103. 

4.  It  a ball  2 inches  in  diameter  weighs  5 pounds,  what  will  be 
the  diameter  of  another  ball  of  the  same  material  that  weighs 
78,125  pounds  ? Page  350.  Ex.  120. 

5 


98 


THE  COMPLETE  EXAMINER. 


MENSURATION. 

1.  Define  Mensuration,  Surface-  Square,  Art.  329,  330. 

2.  What  is  a triangle  ? Base  of  a triangle  ? Altitude  f 

3.  Which  side  is  the  hypothenuse  of  a right-angled  triangle? 
Art.  331. 

4.  What  is  the  area  of  a triangle  equal  to  ? What  is  a rec- 
tangle ? 

5.  Define  a Parallelogram.  Trapezoid.  Art.  335. 

G.  How  do  you  find  the  area  of  a Parallelogram  ? Square  ? 
Kectangle,  or  Trapezoid?  Art.  336. 

7.  What  is  the  area  of  a trapezoid  whose  parallel  sides  are  15 
chains  and  245  chains,  and  the  perpendicular  height  30.80  chains? 
Art.  337.  Ex.  5. 

8.  Define  a Circle,  Radius,  Center,  Art.  337. 

9.  How  do  you  find  the  diameter  Avhen  the  circumference  is 
known  ? Art.  338. 

10.  What  is  the  area  of  a circle  whose  diameter  is  5 ? Art. 
339.  Ex.  2. 

11.  How  do  you  find  the  surface  of  a sphere?  Contents  of  a 
sphere  ? Art.  343. 

12.  Kequired  the  area  and  contents  of  the  earth,  its  mean  di- 
ameter being  7918.7  miles.  Art.  343.  Ex.  5. 

13.  How  do  you  find  the  convex  surface  of  a Prism  ? Its  con- 
tents ? Art.  346. 

14.  What  is  a cylinder?  How  do  you  find  its  convex  surface? 
Art.  348. 

15.  What  are  the  contents  of  a cylinder  the  diameter  of  whose 
base  is  25  feet,  and  altitude  15  ? Art.  349.  Ex.  5. 

16.  Define  a pyramid.  How  do  you  find  the  contents  of  a 
pyramid?  Art.  351. 

17.  A Pyramid  with  a square  base,  of  which  each  side  is  15, 
has  an  altitude  of  24;  what  are  its  contents?  Art.  351.  Ex.  7. 

1 8.  Define  a cone.  How  do  you  find  the  contents  of  a cone  ? 
Art.  353. 

19.  What  are  the  contents  of  a cone  whose  altitude  is  27  feet, 
and  the  diameter  of  the  base  20  feet  ? Art.  353.  Ex.  4. 


ARITHMETIC. 


99 


GAUGING. 

1.  What  is  a cask  gauging?  How  many  varieties  of  casks  are 
there  ? 

2.  Give  the  rule  for  finding  the  mean  diameter.  Art.  356. 

3.  Plow  do  you  find  the  contents  in  cubic  inches  ? Art.  357. 

4.  How  many  wine  gallons  in  a cask  of  which  the  head  diame- 
ter is  24  inches,  bung  diameter  36  inches,  and  length  3 feet  6 
inches,  the  cask  being  of  the  second  variety  ? Art.  357.  Ex.  4. 

MECHANICAL  POWERS. 

1.  How  many  simple  machines  are  there  ? Art.  358. 

2.  Name  and  describe  each.  Describe  each  variety  of  levers. 
Art.  361. 

3.  When-  is  an  equilibrium  produced  in  all  the  levers  ? 

4.  What  is  the  proportion  between  the  weight  and  power? 
Art.  362. 

5.  In  a lever  of  the  third,  the  distance  from  the  fulcrum  to  the 
weight  is  12  feet,  and  to  the  power  8 feet;  what  power  will  be 
necessary  to  sustain  a weight  of  100  lbs.  ? Art.  362.  Ex.  8. 

PULLEY. 

1.  Define  a pulley.  How  many  kinds  are  there  ? Art.  365. 

2.  Does  a fixed  or  movable  pulley  give  any  increase  of  power? 
Art.  366. 

3.  What  advantage  will  be  gained  by  several  movable  pulleys? 
Art.  367. 

4.  In  two  movable  pulleys  with  4 cords,  what  power  will  sup- 
port a weight  of  100  lbs.  ? Art.  368.  Ex.  3. 

5.  Define  an  inclined  Plane.  Wedge.  What  used  for.  Art. 
381. 

6.  Define  a Screw.  Nut.  Wliat  is  the  power  of  a screw? 
Art.  381. 

7.  Ii  a power  of  300  lbs.  applied  at  the  end  of  a lever  15  feet 
long  will  sustain  a weight  of  282,744  lbs.,  what  is  the  distance 
between  the  threads  of  the  screw  ? Art.  381.  Ex.  4. 


100 


THE  COMPLETE  EXAMINER. 


UNIFORM  MOTION. 

1.  Define  uniform  motion.  Velocity  of  a moving  body.  Art. 
383. 

2.  To  what  is  the  space  passed  over  in  a unit  of  time  equal  ? 
Art.  384. 

3.  To  what  is  the  space  passed  over  in  uniform  motion  equal  ? 

LAWS  OF  FALLING  BODIES. 

1.  How  does  the  velocity  of  a falling  body  change?  Art.  386. 

2.  State  and  explain  the  four  principles  involved  in  failing 
bodies.  Art.  386. 

3.  How  far  will  a body  ascend  when  projected  upwards  ? Art. 

387. 

4.  Are  the  above  laws  perfectly  or  only  approximately  true  ? 
Art.  388. 

5.  A stone  is  dropped  from  the  top  of  a bridge  and  strikes  the 
water  in  2.5  seconds ; what  is  the  height  of  the  bridge  ? Art. 

388.  Ex.  9. 

6.  A rocket  is  projected  vertically  upwards  with  a velocity  of 
386  feet;  after  what  time  will  it  begin  to  fall,  and  to  what  height 
will  it  rise?  Art.  388.  Ex.  15. 

SPECIFIC  GRAVITY. 

1.  Define  specific  gravity.  What  is  the  standard  for  measuring 
the  specific  gravity  of  a body  ? Art.  389. 

2.  How  do  you  find  the  specific  gravity  of  a body?  Art.  389. 

3.  A piece  of  copper  weighs  93  grains  in  air,  and  82|  grains 
in  water ; what  is  its  specific  gravity  ? Art.  389.  Ex.  1 . 

4.  What  weight  of  mercury  will  a conical  vase  contain  of  which 
the  radius  of  the  base  is  9 inches,  and  the  altitude  34  inches,  the 
specific  gravity  of  the  mercury  being  13.596?  Art.  389.  Ex. 
15. 

5.  To  what  is  the  volume  of  a vapor  or  gas  proportional? 
Art.  390. 

6.  To  what  is  its  density  proportional  ? 

7.  Eight  quarts  of  hydrogen  gas  are  contained  in  a vessel  and 
submitted  to  a pressure  of  22  lbs. ; how  many  quarts  of  gas  will 


ARITHMETIC. 


101 


there  be  if  the  pressure  is  changed  9 J pounds  ? Art.  390.  Ex. 

6. 

APPENDIX. 

Note. — The  design  and  limit  of  this  work  require  that  the  questions  on  this  part  of 
Arithmetic  be  comprehensive. 

1.  Name  and  tell  how  many  kinds  of  units  there  are  in  Aritn- 
metic.  Art.  991. 

2.  Describe  an  abstract  unit^  and  each  unit  in  its  order.  Art. 
392. 

3.  Describe  the  unit  of  currency.  Length,  Weight,  Surface, 
Time, 

4.  Repeat  accurately  the  tables  of  the  various  units  in  their 

order:  First,  U.  S.  money.  Art.  404.  2d,  English  money. 

Art.  406. 

5.  5th,  Table  of  Linear  Measure.  Art.  407 

6.  Cloth  Measure.  Art.  410. 

7.  Square  Measure.  Art.  411.  Surveyor’s  Measure.  Art. 
412. 

8.  Cubic  Measure.  Art.  413.  Wine  Measure.  Art.  414. 
Beer  Measure. 

9.  Dry  Measure.  Art.  416.  Avoirdupois  Weight.  Art.  417. 
Troy  Weight. 

10.  Apothecaries’  Weight.  Art.  419.  Measure  of  Time. 
Circular  Measure. 

11.  Miscellaneous  Table.  Books  and  Paper,  Art.  422. 

Remark. — Many  additional  questions  might  be  proposed  in  this  branch. 
But  the  candidate  who  answers  accurately  the  foregoing  questions,  assign- 
ing reaso7is  for  his  view^s,  need  not  fear  an  Examination  before  any  Board 
of  Examiners  in  this  branch. 

Solve  the  following: 

For  value  received,  seven  years  from  date,  I promise  to  pay  the  Kenosha 
and  Mississippi  Cotton  Growing  Association  $789'7.88,  in  seven  equal  annual 
payments^  at  seven  per  cent,  compound  interest.  What  sum  must  he  paid 
each  year  ? 

Kenosha,  Wis.,  Jan.  23,  1864.  L S. 


102 


THE  C03IPLETE  EXAMINER. 


CHAPTER  IX. 

HISTORY. 

No  Student,  much  less  a Statesman,  doubts  that  a clear  and  accurate 
knowledge  of  History  is  of  intrinsic  value  in  itself ; grand  in  its  consequen- 
ces on  nations  and  men,  and  the  destinies  of  each.  But  never  so  impor- 
tant at  any  time  or  to  any  class,  as  at  this  hour,  and  to  the  youth  of  our 
land.  It  is  not  asking  then  too  much,  to  demand  that  all  Teachers  should 
be  well  read  in  General  History. 

Note. — The  following  references  in  the  questions  on  History  are  to  “ Wil- 
liard’s  Universal  History.”  P.  stands  for  page. 

1.  What  is  History? 

Ans. — History  is  a narrative  of  past  events  of  individuals,  States  and 
Nations. 

2.  State  what  you  can  concerning  the  earliest  history  of  man, 
P.  33. 

3.  What  can  you  say  of  the  ancient  empire  of  Assyria? 
Egypt?  P.  36. 

4.  Mention  briefly  the  history  of  the  Israelites  or  Jews.  P. 
39. 

5.  What  can  you  say  of  Palestine?  Phoenicia?  Greece? 
Troy  ? P.  43-47. 

6.  What  can  you  say  of  the  Persian  Empire  under  Cyrus? 
P.  65. 

7.  State  briefly  what  you  can  of  Macedonia  and  Alexander  the 
Great.  P.  85. 

8.  Give  a brief  sketch  of  Roman  History.  P.  88. 

9.  What  became  of  the  empire  of  Alexander  after  his  death  ? 
P.  99. 

10.  What  caused  the  decline  of  the  Roman  Empire?  P.  125- 
140. 

11.  Mention  a few  facts  connected  with  the  rise  of  Christianity. 
P.  144. 

12.  Describe  the  nations  formed  on  the  ruins  of  the  Roman 
Empire.  P.  184. 

13.  Describe  briefly  Mahomet,  his  flight  and  religion.  P.  191. 

14.  Give  a short  narrative  of  Charlemagne  and  his  efforts.  P. 
203. 


HISTORY. 


103 


15.  State  the  most  prominent  events  of  Britain,  Germany  and 
France.  P.  207,  215,  220. 

16.  What  can  you  say  of  Pilgrimages?  Chivalry?  The 
Crusaders  ? P.  225. 

17.  Give  a brief  account  of  the  Greek  Empire.  Germany. 
Turkey.  P.  231-244. 

18.  Mention  the  important  events  of  England.  The  war  of 
the  Roses.  P.  251-264. 

19.  What  can  you  say  of  Spanish  Inquisitions?  Italy?  P. 
272-280^. 

20.  In  what  war  was  Spain  engaged  in  the  year  Columbus  dis- 
covered America?  P.  279. 

MODERN  HISTORY. 

1.  At  what  period  does  modern  history  begin?  P.  291. 

2.  Give  a brief  account  of  Columbus  and  the  discovery  of 
America.  P.  301. 

3.  What  can  you  say  of  Martin  Luther  and  the  Reformation  ? 
P.  315. 

4.  Mention  what  you  can  concerning  Henry  YIII.  John  Knox. 
Cromwell.  P.  322. 

5.  Give  a short  account  of  Queen  Elizabeth  and  the  events 
under  her  reign.  P.  329. 

6.  Give  some  account  of  the  Huguenots,  and  the  Massacre  of 
Bartholomew.  P.  341. 

7.  State  what  you  can  of  the  Scandinavian  nation.  Of  Gus- 
tavus  Adolphus.  P.  349. 

8.  Give  some  account  of  Henry  IV.  of  France.  Of  Richelieu. 
P.  355. 

9.  Describe  the  Gunpowder  plot.  Long  Parliament.  John 
Hampden.  P.  357. 

10.  Give  some  account  of  the  beheading  of  Charles  I.  and 
Oliver  Cromwell.  P.  363. 

11.  Give  some  account  of  Europe  during  the  war  of  Spanish 
succession.  P.  385. 

12.  State  the  result  of  the  thirteen  years’  war  of  the  Spanish 
succession.  P.  386. 

13.  What  can  you  say  of  Peter  the  Great? 


104 


THE  COMPLETE  EXAMINER- 


GENERAL  QUESTIONS. 

14.  Give  some  account  of  the  treaty  of  Utrecht  and  the  young 
Pretender.  P.  403,  411. 

15.  Relate  briefly  the  life  and  character  of  “ The  Great  Com- 
monerr 

16.  State  what  you  can  concerning  Alfred  the  Great.  P.  209. 
William  the  Conqueror.  P.  213.  Frederick  the  Great.  P. 
415. 

17.  Give  an  account  of  Napoleon,  his  war,  and  generals.  P. 
443. 

18.  Relate  the  principal  events  of  Tae  hundred  daysJ^  P, 
463. 

19.  Describe  the  Holy  alliance^^  of  1815,  and  its  effect.  P. 
483. 

20.  What  led  to  the  Partition  of  Poland  ? P.  417. 

UNITED  STATES  HISTORY. 

1.  When  and  by  whom  was  America  discovered? 

2.  When  and  by  whom  was  St.  Lawrence  discovered  ? P.  364. 

3.  When  and  by  whom  was  the  first  settlement  in  the  U.  S. 
made?  P.  364. 

4.  Who  discovered  Florida  ? Where  was  the  first  English  set- 
tlement made  in  the  U.  S.  ? P.  365. 

5.  What  is  said  of  Captain  Smith?  Relate  the  heroism  of 
Pocahontas.  P.  365. 

6.  Relate  the  events  and  results  of  the  sailing  of  the  May 
Flower.  P.  365. 

7.  Who  came  over  in  the  May  Flower  ? Where  did  they  set- 
tle? P.  365. 

8.  What  caused  the  Pilgrims  to  make  new  homes  in  this  west- 
ern wilderness?  P.  365. 

9.  Who  discovered  the  Hudson  River?  What  towns  did  the 
Dutch  form?  P.  366. 

10.  Give  a brief  account  of  the  “Old  French  War.”  P.  413. 

11.  Give  an  account  of  the  battle  on  the  Heights  of  Abraham. 
Of  Wolf.  P.  415. 


HISTORY. 


105 


12.  Who  was  Governor  of  Virginia  in  1753?  Who  of  Cana- 
da? P.423. 

13.  Whom  did  the  Governor  send  on  a mission  to  Canada  in 
winter?  P.  423. 

14.  What  was  the  occasion  of  the  Congress  of  delegates  at 
Albany,  in  1754?  P.  423. 

15.  What  plan  was  there  drawn  up,  and  by  whom  ? P.  423. 

16.  principles  early  found  a home  in  America?  P.  424. 

17.  Was  the  mother  country  satisfied  with  these  principles? 
P.  424. 

18.  What  occurred  at  Braddock’s  field?  At  West  Edward? 
P.  425. 

19.  Relate  the  events  of  the  campaign  of  1759,  under  Gen. 
Amherst  and  Wolfe.  P.  426. 

20.  Give  a clear  account  of  the  Stamp  Act.  P.  426. 

21.  How  did  the  Americans  regard  it  ? Where  did  their  Con-* 
gress  first  meet  ? P.  427. 

22.  Describe  clearly  the  occasion  and  place  of  the  Jirst  battle^ 
and  its  result.  P.  427. 

23.  What  can  you  say  of  the  Continental  Congress  at  Phila- 
delphia? P.  427. 

24.  When  was  Washington  appointed  Commander-in- Chief  of 
the  American  forces  ? P.  427. 

25.  What  took  place  at  Boston,  on  the  17th  of  March?  P. 
428. 

AMERICAN  INDEPENDENCE. 

1.  What  is  the  Birth-day  of  the  American  Independence?  P. 

431. 

2.  What  was  the  most  disastrous  defeat  of  the  war?  P.  431. 

3.  What  did  Washington  do  on  the  26th  of  Dec.,  1776?  P. 

432. 

4.  What  nolle  foreigner  arrived  here  in  the  winter  of  1776- 
77  ? P.  432. 

5.  Relate  the  successes  of  the  British  in  Pennsylvania.  P. 
432. 

6.  Relate  the  battles  of  Bennington.  Stillwater.  Saratoga. 

P.  432. 


106 


THE  COMPLETE  EXAMINER. 


7.  What  important  event  followed  the  battle  of  Saratoga  ? P. 
432. 

8.  Give  an  account  of  the  battle  of  Monmouth  and  its  results. 
P.  433. 

9.  Relate  the  capture  of  Charleston,  the  battle  of  Camden  and 
Eutaw  Springs.  P.  433. 

10.  What  did  Lord  Cornwallis  threaten  to  do  to  ^^The  hoy'" 
Lafayette  ? P.  433. 

11.  Relate  the  operations  of  Washington  until  he  arrived  at 
Yorktown.  P.  434. 

12.  By  whom  were  the  British  invested  by  sea?  P.  434. 

13.  What  was  the  glorious  results  of  these  combined  operations? 
P.  434. 

14.  What  other  disasters  did  Great  Britain  meet  ? P.  434. 

15.  By  what  treaty  did  Great  Britain  acknowledge  the  Ameri- 
can Independence?  P.  434. 

16.  What  territories  did  Great  Britain  lose  by  this  treaty?  P. 

434. 

17.  Give  an  account  of  the  deportment  of  Washington  after 
peace.  P.  435. 

18.  What  can  you  say  of  the  Articles  of  Confederation  ? P. 

435. 

19.  When  was  the  Constitution  of  the  U.  S.  adopted?  P. 
435. 

20.  Who  was  the  first  President,  and  who  formed  his  Cabinet  ? 
P.  435. 

21.  Give  the  history  of  the  members  of  this  first  Cabinet  dur- 
ing their  private  lives.  P.  435. 

22.  Give  an  account  of  all  the  Presidents  and  their  Cabinets, 
in  their  order. 

23.  What  led  to  the  war  of  1812?  P.  465. 

24.  Who  was  King  of  England  at  the  time  of  the  American 
Revolution  ? P.  465. 

25.  Who  was  the  Prime  Minister  of  England  at  the  same 
time?  P.  465. 

26.  What  important  engagement  at  New  Orleans  in  1815? 

P.  487. 


HISTOKV. 


107 


27.  When  was  the  treaty  of  peace  signed  that  ended  this  war  ? 

P.  488. 

28.  Who  was  leader  of  the  Nullification  Party  of  S.  C.  in 
1832  ? P.  490. 

29.  What  was  the  result  of  this  effort  of  S.  C.  ? P.  490. 

30.  Give  the  history  of  the  National  Bank  and  its  opposition. 
P.  491. 

MEXICAN  WAR. 

Note. — The  references  in  the  following  questions  are  to  “ Willard’s  Last 
Leaves.” 

1.  Who  discovered  Texas?  Ans. — La  Salle.  Who  was  he? 

2.  What  led  to  the  Texan  Independence  ? P.  27. 

3.  Give  an  account  of  the  Massacre  at  Goliad.  P.  27. 

4.  What  led  to  the  war  with  Mexico?  P.  30  and  31. 

5.  Give  a general  account  of  the  Commanders  and  forces  on 
both  sides,  and  the  various  battles  and  results  of  the  war.  P.  31— 
105. 

SECESSION  AND  ITS  CONSEQUENT  REBELLION. 

1.  Give  a brief  account  of  the  causes  of  the  Southern  Rebell- 
ion. 

2.  When  did  S.  C.  Secede?  Mississippi?  Florida?  Ala- 
bama? Georgia?  Louisiana?  Texas?  Tennessee?  Virginia? 

3.  State  what  you  can  concerning  the  attack  upon  and  evacua- 
tion of  Fort  Sumter. 

4.  When  did  the  President  call  for  75,000  Volunteers?  April 
15th,  1861. 

5.  State  what  occurred  on  April  19th,  1861,  as  the  6th  Mass. 
Reg’t  were  passing  through  Baltimore. 

6.  When  did  the  rebels  seize  the  U.  S.  forts  ? 

7.  Relate  the  events  of  the  first  battle  of  Bull  Run,  July  21st, 
1861. 

8.  When  and  by  whom  was  Fort  Hatteras  captured  ? Neio 
Orleans  ? 

9.  At  what  engagement  was  Gen,  Lyon  killed  ? 

10.  State  the  events  incident  to  the  capture  of  Mason  and  Sli- 
dell 


108 


THE  COMPLETE  EXaMINER. 


11.  Describe  the  engagement  between  the  Monitor  and  Mer- 
RiMAC.  Other  Naval  engagements. 

12.  Give  an  account  of  the  battle  of  Pea  Eidge,  Ark.  Fort 
Henry^  Tenn. 

13.  State  the  events  of  the  battle  and  surrender  of  Fort  Donel- 
son  to  Gen.  Grant. 

14.  When  was  Nashville^  Tenn,,  occupied  by  our  forces? 

15.  Give  an  account  of  the  occupation  of  Columbus,  Ky.,  by 
our  forces. 

16.  What  can  you  say  of  the  attach  on  Island  No.  10?  Battle 
of  Winchester? 

17.  Relate  the  events  of  the  siege  of  Yorktown.  Capture  cf 
Fredericksburg. 

18.  The  fight  at  Strasburg,  Va.  The  battle  of  Pittsburg  Land- 
ing. 

19.  State  the  events  of  the  Siege  of  Vicksburg  by  Gen.  Grant, 
and  Port  Hudson  by  Gen.  Banks. 

20.  W^hat  caused  and  followed  the  evacuation  of  Corinth  by 
the  rebels  ? 

21.  Relate  the  events  of  the  seven  days  battle  on  the  Penin- 
sula. 

22.  Also  the  battles  of  Fair  Oaks,  Seven  Pines,  and  White 
Oak  Swamp. 

23.  Give  an  account  of  the  battles  of  Perrysville,  Stone  River, 
Chickamauga,  Mission  Bridge  and  Knoxville. 

24.  When  did  the  Bill  to  abolish  Slavery  in  the  District  of  Co- 
lumbia pass  Congress  ? 

25.  When  did  President  Lincoln  issue  his  Emancipation  Pro- 
clamation ? Mention  any  other  important  events  and  results  of 
this  wicked  Rebellion. 

Note. — The  questions  on  General  History  could  have  been  multiplied  to  almost  any  ex- 
tent ; but  the  above  are  sufficient,  if  the  candidates  are  prepared  to  answer  them ; if  not, 
they  arc  iwdy  sufficient. 


PHYSIOLOGY, 


109 


CHAPTER  X. 

PHYSIOLOGY. 

The  following  references  in  the  questions  on  Physiology  are  to  Cutter’s 
Anatomy,  Physiology  and  Hygiene. 

Note. — If  Agesilaus  gave  a correct  reply  when  he  was  asked  “What 
should  boys  learn?”  by  saying,  “Those  things  which  they  will  practice 
w hen  they  become  men : ” then  it  is  clear  that  teachers  should  be  qualified 
to  teach  Physiology  thoroughly. 

ANATOMY. 

1.  "WTiat  is  Anatomy  ? How  is  it  divided  ? P.13. 

2.  What  is  Physiology,  and  how  is  it  divided?  P.  13. 

3.  What  is  Vegetable  Physiology?  Animal  Physiology?  P. 
13. 

4.  What  is  Comparative  Physiology  ? What  is  Hygiene  ? P. 
13. 

5.  What  is  the  difference  between  an  Organic  and  Inorganic 
body?  P.  14. 

6.  How  do  plants  grow  ? How  do  animals  grow  ? P.  15. 

7.  What  can  you  say  of  disease  ? 

8.  Is  the  study  of  Physiology  important  to  all  ? Why  ? 

9.  Why  is  it  especially  important  to  Students  ? 

STRUCTURE  OF  MAN. 

10.  What  can  you  say  of  the  structure  of  Man?  P.  17. 

11.  What  substances  enter  into  the  structure  of  the  human 
body?  P.17. 

12.  Define  Fibre.  Muscle.  Tissue.  Organ. 

13.  What  is  the  Serous  Tissue  ? Dermoid  Tissue  ? P.  20. 

14.  What  is  the  Adipose  Tissue  ? Cartilaginous  Tissue  ? P. 

22. 

15.  Define  the  Osseous  Tissue?  Muscular  Tissue?  P.  23. 

16.  Define  the  Mucous  Tissue.  Nervous  Tissue.  P.  24. 

17.  What  can  you  say  of  the  Chemistry  of  the  Human  body? 
P.  25. 

CHEMISTRY  OF  THE  HUMAN  BODY, 

18.  What  is  an  ultimate  element? 


110 


THE  COMri.ETE  EXAMINER. 


19.  Name  such  elements  as  enter  into  the  composition  of  Man. 
P.  25. 

20.  What  is  Mucus?  Fthrin'l  Gelutin?  Albumen?  P.27. 

21.  What  are  Bones?  Give  the  anatomy  of  the  bones.  P.29. 

THE  BONES. 

22.  What  is  a natural  skeleton  ? Composition  of  bones  ? P. 
29. 

23.  When  does  true  Ossification  commence  ? P.  30. 

24.  How  many  bones  in  the  human  body  ? P.  32. 

25.  How  are  they  divided?  Give  the  anatomy  of  the  bones 
of  the  head.  P.  32. 

26.  What  are  Sutures  and  their  uses  ? How  many  bones  has 
the  ear  ? P.  34. 

27.  How  many  bones  in  the  trunk  ? Name  them.  P.  34. 

28.  How  many  bones  in  the  face  ? Name  them.  P.  34. 

29.  Describe  the  Thorax.  Describe  the  Spinal  Column.  P. 
36. 

30.  Give  the  structure  of  the  Vertebrae.  P.  36. 

31.  Give  the  anatomy  and  structure  of  the  bones  of  the  upper 
and  lower  extremities.  P.  39. 

PHYSIOLOGY  OF  THE  BONES. 

32.  Give  the  Physiology  of  the  bones.  P.  48. 

33.  To  what  may  the  bones  be  compared  ? P.  48. 

34.  Give  the  Hygiene  of  the  bones.  P.  53. 

35.  What  effect  has  exercise  upon  the  bones  ? P.  53. 

36.  What  effect  has  inaction  on  the  bones?  P.  53. 

37.  What  can  you  say  in  regard  to  teachers  requiring  their 
young  pupils  to  remain  in  one  position  for  a long  time  ? P.  54. 

38.  How  should  benches  and  chairs  be  constructed  in  the  school 
room?  P.  55. 

39.  Why  should  compression  of  the  chest  be  avoided  ? P.  56. 

40.  What  should  be  the  position  of  pupils  in  the  school  room  ? 
P.  58. 

41.  What  is  one  cause  of  rickets  ? P.  62. 


PHYSIOLOGY. 


Ill 


THE  MUSCLES. 

42.  What  is  a Muscle  ? Fosciculi  ? P.  64. 

43.  Give  their  Anatomy  and  their  Structure.  P.  64. 

44.  Describe  the  Diaphragm.  To  what  is  it  compared?  P. 
72. 

PHYSIOLOGY  OF  THE  MUSCLES. 

^ 45.  Give  the  Physiology  of  the  Muscles.  P.  7 6. 

46.  Give  the  Hygiene  of  the  Muscles.  P.  85. 

47.  Why  do  muscles  increase  in  size  when  exercised  ? P.  85. 

48.  Why  should  not  small  children  be  confined  in  one  position 
for  a long  time  ? P.  87. 

49.  Why  should  npt  severe  labor  be  imposed  on  small  children? 
P.  88. 

50.  How  should  exercise  be  taken?  P.  91. 

51.  What  kinds  of  exercise  are  best?  P.  92. 

52.  What  effect  has  the  mind  on  the  muscular  system  ? P.  93. 

53.  How  should  the  child  be  taught  to  sit  at  the  desk  ? P.  99. 

54.  Why  have  so  many  pupils  failed  in  acquiring  good  pen- 
manship? P.  103. 

THE  TEETH. 

55.  What  can  you  say  of  the  teeth  ? P.  105. 

56.  Where  and  how  are  the  teeth  formed?  P.  107. 

57.  Give  the  names  of  the  permanent  teeth.  P.  107. 

58.  Into  how  many  parts  are  the  teeth  divided  ? P.  108. 

59.  Give  the  Physiology  of  the  teeth.  P.  109. 

60.  Give  the  Hygiene  of  the  teeth.  P.  110. 

61.  Why  is  smoking  injurious  to  the  teeth?  P.  111. 

THE  DIGESTIVE  ORGANS. 

1.  Which  are  the  Digestive  Organs?  P.  113. 

2.  Give  the  Anatomy  of  the  Digestive  Organs.  P.  113. 

3.  How  many  Glands  about  the  mouth?  Name  them.  P.114. 
. 4.  Explain  the  office  of  the  Stomach.  Liver.  P.  122. 

5.  Give  the  Physiology  of  the  Digestive  Organs.  P.  124. 

6.  What  is  necessary  before  food  can  nourish  the  body  ? P. 
124. 


112  THE  COMPLETE  EXAMINER. 

7.  Give  the  Hygiene  of  the  Digestive  Organs.  P.  129. 

8.  How  much  food  should  be  eaten  ? P.  133. 

9.  What  kinds  of  food  should  be  eaten  in  a hot  climate  ? Cold 
climate  ? 

10.  Does  the  mind  have  any  influence  on  the  Digestive  Organs? 
How  and  why  ? 

CIRCULATORY  ORGANS. 

1.  Give  the  anatomy  of  the  Circulatory  Organs.  P.  154. 

2.  Describe  the  heart  and  its  office.  P.  155. 

3.  What  are  Arteries  ? Describe  the  Pulmonary  Artery.^  P. 
158. 

4.  Describe  the  Aorta,  and  give  its  office.  P.  159. 

5.  Describe  the  Veins,  and  give  their  office.  P.  160. 

6.  Give  the  Physiology  of  the  Circulatory  Organs.  P.  164. 

7.  Give  the  Hygiene  of  the  Circulatory  Organs.  P.  172. 

8.  What  is  the  treatment  of  wounds  caused  by  the  bite  of  rabid 
animals?  P.  179. 

9.  Define  Absorption  and  Lymphatic  vessels.  P.  181. 

10.  Give  the  anatomy  of  the  Lymphatic  vessels.  P.  181. 

11.  Give  the  Physiology  and  Hygiene  of  the  Lymphatic  ves- 
sels. P.  183  and  188. 

12.  Define  Secretion.  Exhalants.  P.  192. 

13.  Give  the  Anatomy,  Physiology  and  Hygiene  of  the  Secret 
tory  Organs.  P.  192,  193  and  197. 

14.  Define  Nutrition.  P.  200. 

15.  What  is  the  function  of  the  Nutrient  vessels.  P.  200. 

16.  Give  the  Hygiene  of  Nutrition.  P.  205. 

RESPIRATORY  ORGANS. 

1.  Give  the  Anatomy  of  the  Respiratory  Organs.  P.  209. 

2.  Name  the  Respiratory  Organs.  P.  209. 

3.  What  other  organs  aid  these  ? P.  209. 

4.  Describe  the  Lungs.  By  what  are  they  enclosed  ? P.211. 

5.  Describe  the  Bronchia.  Trachea.  P.  212. 

6.  Give  the  Physiology  of  the  Respiratory  Organs.  P.  217. 

7.  What  is  the  object  of  Respiration  ? Give  an  experiment 


PHYSIOLOGY. 


113 


showing  that  Oxygen  changes  dark  colored  blood  to  a bright  red. 
P.  226. 

8.  Give  the  Hygiene  of  the  Pespiratory  Organs.  P.  228. 

9.  How  is  the  purity  of  the  air  affected  by  Respiration  ? P. 
228. 

10.  What  is  said  respecting  the  weight  of  the  blood  ? P.  228. 

11.  Why  should  a School-Room,  and  all  public  rooms  and  sleep- 
ing rooms  be  well  ventilated  ? P.  233. 

12.  How  can  the  size  of  the  chest  be  diminished?  P.  239. 

13.  Give  your  opinion  about  the  styles  of  dress. 

ANIMAL  HEAT. 

1.  What  is  Animal  Heat?  What  is  the  temperature  of  the 
human  body?  P.252. 

2.  Give  the  Hygiene  of  Animal  Heat.  P.  261. 

3.  Does  age  affect  the  degree  of  Animal  Heat  ? P.  265. 

VOICE. 

4.  Define  voice.  Give  the  Anatomy  of  the  Vocal  Organs. 
P.  268. 

5.  Give  the  Physiology  of  the  Vocal  Organs.  P.  272. 

6.  Give  the  Hygiene  of  the  Vocal  Organs.  P.  274. 

7.  How  should  public  speakers  dress  their  necks?  P.  276. 

8.  Should  students  practice  Physical  exercise  ? Why  ? P. 
279. 

9.  Is  repetition  essential  to  distinct  Articulation  ? P.  280. 

10.  How  can  stammering  be  remedied  ? P.  281. 

SKIN. 

1.  What  is  the  skin  ? Give  the  Anatomy  of  the  skin.  P.  282. 

2.  Describe  fully  the  skin  in  all  its  parts  and  offices.  P.  282. 

3.  Give  the  Physiology  and  Hygiene  of  the  skin.  P.  293  and 
301. 

4.  What  is  the  best  material  for  clothing  for  the  different  sea- 
sons of  the  year  ? P.  303. 

5.  Is  bathing  beneficial  ? Why?  P.315. 

6.  Describe  the  appendages  of  the  skin.  P.  322. 


114 


THE  COMPLETE  EXAMINER. 


NERVOUS  SYSTEM. 

1.  What  is  the  Nervous  System?  P.  328. 

2.  Give  the  Anatomy  of  the  brain  and  Cranial  nerves.  P. 
328. 

3.  Describe  the  Dura  Mater.  Pia  Mater.  ^ Cranial  nerves. 
P.  335. 

4.  Give  the  Anatomy  of  the  Spinal  Chord.  P.  340. 

5.  Give  the  Physiology  and  Hygiene  of  the  nervous  system. 
P.  346  and  358. 

6.  May  too  much  mental  labor  be  required  of  students  ? P. 
364. 

7.  What  error  prevails  in  the  present  system  of  education? 
P.  366. 

8.  What  persons  require  the  most  sleep?  P.  369. 

9.  Describe  sensation  and  the  sense  of  touch.  P.  378. 

10.  Give  the  Hygiene  of  the  sense  of  touch.  Describe  th6 
different  senses,  and  give  their  Anatomy,  Physiology  and  Hygiene. 
P.  384  to  424.  Mention  the  means  of  preserving  health.  P. 
425. 


CHAPTER  XL 
GENERAL  QUESTIONS. 

Suggestion. — The  following  questions  have  been  used  in  the  examina- 
tions of  candidates  for  teaching^  in  Boston,  New'  York,  Cincinnati,  Chicago, 
Madison,  Milwaukee,  and  by  several  County  School  Coinmissioners^  in  differ- 
ent States.  Some  of  these  questions  you  have  met  before;  be  careful, 
therefore,  you  do  not  give  an  answer  inconsistent  with  the  one  you  have 
given  ill  another  place,  the  first  being  correct. 

1.  Define  Orthography. 

2.  Correct  the  following  sentence  as  to  the  use  of  capitals,  and 
give  the  rules  for  your  corrections : 

it  is  true  as  i have  often  heard  That  a poor  speller  can  never  be  a success- 
ful teacher. 

3.  Correct  the  following  sentence  as  to  spelling  and  the  use  of 
capitals : 

upon  the  Thirty  first  day  of  deceinbcr  a.  d.  1861  the  tirm  of  offis  of  all 
toun  Superiitendents  turniinatcd.  _ 


GENERAL  QUESTIONS. 


115 


4.  Correct  the  spelling  of  such  words  as  are  misspelled  in  the 
following  list : 

Benefited,  Superseded,  Monies,  Scholar,  Truely,  Always,  Preferred. 

5.  What  is  a Prefix?  What  is  a suffix? 

6.  Give  three  Prefixes,  with  their  meanings. 

7.  Give  three  Suffixes,  with  their  meanings. 

8.  How  many  different  Prefixes  do  you  find  in  the  following 
words : 

Ignoble,  Illegal,  Immoral,  Inelegant. 

9.  Separate  by  a hyphen  the  Prefixes  from  the  rest  of  the  fol- 
lowing words : 

Antedate,  Induce,  Subscribe,  Reflect,  Suggest,  Extraordinary,  Describe. 

10.  Separate  by  a hyphen  the  Suffixes  from  the  rest  of  the  fol- 
lowing words : 

Timely,  Consignment,  Relaxing,  Aggressive,  Locality,  Generalize. 

11.  Write  the  Primitive  or  Root  Word  found  in  the  following: 

Justify,  Ignoble,  Unmanly,  Using,  Referring,  Inconstancy,  Infancy. 

12.  Hqw  many  sounds  in  the  English  language? 

13.  Why  is  it  so  diflScult  to  learn  to  spell  the  English  language 
correctly  ? 

14.  Why  do  persons  who  spell  well  orally,  often  fail  in  writing 
words  correctly? 

15.  Separate  the  following  words  into  syllables : 

Animate,  Dictionary,  Spelling,  Alleviate,  Timely,  Correction. 

16.  Correct  the  following  two  lines  in  all  particulars  needing 
correction : 

I was  absent  from  home  when  the  young  lady  to  whom  you  referred 
called. 

17.  How  many  sounds  are  represented  by  the  character  C? 

18.  How  mkny  and  what  sounds  are  found  in  the  pronunciation 
of  the  word  example  ? 

19.  What  is  an  elementary  sound? 

20.  What  is  a Vocal  or  Tonic  ? 


116 


THE  COMPLETE  EXAMINEE. 


21.  What  is  an  Aspirate? 

22.  What  elementary  sounds  are  represented  by  more  than  one 
character  ? 

23.  What  is  a derivative  Word? 

24.  How  many  and  what  are  the  Vowels  ? 

25.  How  many  and  what  are  the  Consonants  ? 

26.  What  is  a diphthong? 

27.  Correct  in  all  particulars  needing  correction  the  following : 

this  association  shall  be  caled  the  picwickran  club  and  shall  have  for  its 
members  such  persons  onely  as  are  wiling  to  make  self  improvment  there 
first  studd}^  its  moto  shel  be  know  thy  self. 

28.  Correct  the  following,  if  it  needs  correction,  and  give  your 
reasons  for  your  corrections : 

I can  not  conceive  how  any  sane  man  can  believe  the  storys  that  are  so 
busyly  circulated  by  persons  caring  not  for  reputation  or  caracter. 

29.  How  many  sounds  has  A? 

80  How  many  sounds  has  O ? 

31 . Write  the  plural  of  body.  Monkey. 

32.  Write  the  singular  of  dice  genera. 

33.  Write  the  plural  of  sheep.  Fleece.  Scissors. 

34.  How  many  elementary  sounds  are  heard  in  the  word  thor- 
oughly  ? 

35.  What  elementary  sounds  are  heard  in  the  word  cough  ? 

36.  Correct  the  spelling  of  such  words  as  are  misspelled  in  the 
following  list : 

Procede,  Proceed,  supercede,  sueceed,  allegahce,  schollarship,  transmit- 
ted, addoration,  Tennessee,  Mississipi,  Cincinnatti. 

1.  Name  the  different  waters  bordering  on  Michigan;  upon 
Pennsylvania ; upon  Spain  ; upon  Turkey,  in  Asia. 

2.  Name  five  rivers  that  flow  into  the  Ohio ; five  that  flow  into 
the  Mississippi,  upon  tlie  eastern  side ; five  that  flow  into  the  At- 
lantic ocean,  having  their  origin  in  the  loyal  States. 

3.  Name  five  mountain  chains  upon  the  Eastern  Continent, 
with  the  position  and  direction  of  each. 

4.  Name  five  mountain  chains  of  North  America,  with  the  po- 
sition and  direction  of  each. 


GENERAL  QUESTIONS. 


117 


5.  Name  the  highest  mountain  peak  in  the  world.  The  high- 
est in  the  United  States. 

6.  Trace  the  shortest  water  route  from  Green  Bay,  Wis.,  to 
New  Orleans,  Louisiana. 

7.  Trace  the  shortest  route  by  railroad  and  steamboat  from 
Madison,  Wis.,  to  Boston,  Mass.,  naming  at  least  five  important 
places  on  the  route. 

8.  What  is  the  shortest  route  of  travel  from  the  capital  of  Michi- 
gan to  the  capital  of  Texas. 

9.  Locate  five  large  cities  in  New  England.  Locate  five  large 
cities  in  the  Middle  States.  Locate  five  large  cities  in  the  Sece- 
ded States.  Locate  five  large  cities  in  the  States  lying  north  of 
the  Ohio  river,  and  east  of  the  Mississippi,  without  going  farther 
east  than  Lake  Erie. 

10.  Through  what  Grand  Divisions  of  the  world  does  the 
Equator  pass  ? 

11.  Why  are  the  Tropics  situated  23  J degrees  from  the  Equa^ 
tor  ? 

12.  How  do  you  account  for  the  change  of  Seasons? 

13.  How  do  you  account  for  the  difference  in  the  length  of  the 
day  at  different  seasons  of  the  year  ? 

14.  Which  contains  the  larger  number  of  square  miles,  the 
Eastern  or  Western  Hemisphere? 

15.  Which  has  the  larger  area,  Wisconsin  or  Pennsylvania? 

1 6.  How  does  South  America  compare  with  North  America  in 
respect  to  facilities  for  inland  commerce  ? 

17.  Name  the  principal  rivers  flowing  into  Lake  Michigan. 

18.  Give  the  boundaries  of  Wisconsin. 

19.  Name  the  States  bordering  on  the  Mississippi  in  their  or- 
der, commencing  at  the  northernmost  State  upon  the  eastern  side 
and  ending  with  the  northernmost  State  upon  the  western  side. 

20.  Which  of  the  large  lakes  of  North  America  form  part  of 
the  northern  boundary  of  the  United  States  ? 

21.  What  are  the  Meridians? 

22.  What  are  parallels  of  Latitude  ? 

23.  What  is  the  reason  for  the  Polar  circles  being  23|°  from 
the  Poles  ? 


118 


THE  COMPLETE  EXAMINER. 


24.  What  evidence  have  we  that  the  earth  is  round  ? 

25.  What  evidence  have  we  that  the  earth  is  flattened  at  the 
poles  ? 

26.  Give  the  distance  in  degrees  and  minutes  between  the 
Tropic  of  Cancer  and  the  Arctic  Circle. 

27.  Give  the  boundaries  of  Ohio. 

28.  On  what  part  of  the  globe  is  the  line  of  perpetual  snow 
the  highest? 

29.  Give  the  latitude  and  longitude  of  the  South  Pole. 

30.  Name  the  seven  largest  gulfs  and  bays  of  North  America. 

31.  How  is  Calcutta  situated ? Singapore? 

32.  Name  the  grand  divisions  of  the  land  surface  of  the  globe, 
and  give  the  largest  city  in  each,  with  its  location. 

33.  Give  the  boundaries  of  France  and  the  location  of  its  prin- 
cipal city. 

34.  How  can  a vessel  of  light  draught  make  its  way  from 
Charleston,  S.  C.,  to  Lake  Superior? 

35.  In  order  to  sail  from  St.  Petersburg  to  Odessa,  through 
what  waters  would  you  have  to  pass  ? 

36.  Bound  your  own  County,  and  give  its  lakes,  rivers,  canals 
and  railroads,  if  any. 

37.  Where  is  Aux  Cayes,  Corocoa,  Cienfuegos  and  Trieste  ? 

38.  Give  the  location  of  the  four  largest  river  valleys  in  the 
world. 

39.  Name  the  Peninsulas  of  Europe,  and  the  direction  in  wliich 
they  extend. 

40.  What  range  of  mountains  contains  the  highest  peaks  ? 

41.  What  languages  are  principally  spoken  in  Brazil,  Moldavia, 
Switzerland,  Quebec,  and  St.  Augustine  ? 

42.  Classify  the  States  in  the  Union  according  to  their  mineral 
resources. 

43.  Mention  the  natural  advantages  which  a country  should 
have  in  order  to  be  fertile. 

44.  What  is  the  origin  and  direction  of  the  Gulf  Stream  ? 

45.  What  are  the  advantages  of  Mountains  to  a country  ? 

46.  What  is  the  face  of  the  country  in  Vermont,  Florida  and 
Egypt  ? 


GENERAL  QUESTIONS. 


119 


1.  Define  Notation  and  Numeration. 

2.  Explain  the  reason  of  the  first  figure  of  a Partial  product 
under  the  figure  of  the  multiplier. 

3.  What  is  the  difierence  between  the  greatest  common  divisor 

and  the  least  common  multiple  ? * 

4.  What  is  the  difference  between  common,  decimal  and  duo- 
decimal  fractions  ? 

5.  Why  does  multiplying  one  proper  fraction  by  another  give 
a product  less  than  the  multiplicand  ? 

6.  How  do  you  reduce  fraotioixs  to  a common  denominator? 

7.  What  effect  has  multiplying  by  a proper  fraction  upon  the 
multiplicand  ? 

8.  Why  do  you  invert  the  divisor  in  division  of  fractions  ? 

9.  How  do  you  reduce  a common  fraction  to  a decimal,  and 
why  ? 

10.  Perform  the  work  indicated,  and  give  rules ; 0.25  X 175.0-5- 

10. 

u A 

11.  How  many  sevenths  in  2 ^ 

12.  A sends  B $1050  for  the  purchase  of  goods,  allowing  B 5 
per  cent,  commission  upon  the  purchase.  The  amount  sent  B is- 
to  cover  both  purchase  and  commission.  What  will  be  the  value 
of  the  goods  purchased  ? 

13.  Calculate  the  interest  upon  $15.75  at  9 per  cent,  per  an« 
num,  for  3 years  5 months  and  21  days. 

14.  What  principal  at  interest  for  3 years  and  six  months,  at 
12  per  cent,  per  annum,  will  amount  to  $35,500? 

15.  In  what  time  will  $1,000  at  interest  at  10  per  cent,  per 
annum,  amount  to  $1,534.25  ? 

16.  At  what  rate  per  cent  will  the  interest  of  $800  in  1 year 
6 mo,  24  days  amount  to  $75.20? 

17.  Discount  a note  for  $325,  due  5 years  and  4 months  hence, 
at  9 per  cent,  per  annum.  What  is  the  discount?  What  is  the 
present  worth  of  the  note  ? 

18.  How  much  will  be  paid  upon  an  Insurance  Policy  for  five 
years,  issued  by  a Mutual  Insurance  Company,  the  premium  note 


120 


THE  COMPLETE  EXAMINER, 


being  given  for  5 per  cent,  upon  $2,750?  The  assessments  made 
upon  premium  note  are : advance  35  per  cent.,  and  several  as- 
sessments as  follows:  .03,  .05,  4^  and  11. 

19.  How  much  more  will  it  cost  to  insure  $3,500  in  a Stock 
Company  for  5 years,  at  a rate  of  | per  cent,  per  annum,  than  in 
a Mutual  Company  when  the  premium  note  was  given  for  per 

• cent,  for  5 years,  and  the  several  assessments  upon  the  premium 
note  amount  to  55  per  cent.  ? 

20.  A merchant  sold  a bill  of  goods  for  $175,  gaining  25  per 
cent,  upon  the  cost ; what  did  the  goods  cost  him  ? 

21.  A builds  a wall  25  feet  long,  4 feet  high,  and  2^  feet  thick, 
in  10  days  of  10  hours  each.  In  how  many  days  could  he  build 
a wall  30  feet  long,  6 feet  high,  and  3 feet  thick,  working  9 hours 
a day? 

22.  What  is  a multiple? 

23.  Explain  the  process  of  dividing  f by  |. 

24.  Analyze  the  following  questions  If  six  were  ten,  w^hat 
would  7 and  ^ be  ? 

25.  AYliat  is  the  difference  between  25--f-.25,  and  .25-~25  ? 

26.  What  sum  of  money  may  be  drawn  at  a bank  on  a note  of 
$468,  payable  in  45  days  ? 

• 27.  When  gold  is  fifty  per  cent,  premium,  how  much  will  be 
received  in  exchange  for  $1,000  in  paper? 

28.  Sold  a watch  which  cost  me  $30,  for  $35,  on  a credit  of 
eight  months ; what  did  I gain  by  the  bargain,  and  how  much  per 
cent.  ? 

1.  Name  the  parts  of  Speech. 

2o  What  is  a sentence  ? 

3.  How  many  words  are  necessary  in  the  construction  of  a 
simple  sentence  ? 

4.  What  properties  have  nouns  ? 

5.  What  properties  have  verbs  ? 

6.  Correct  the  following,  and  give  reasons  for  correction: 

“1  saw  him  when  he  done  it.” 

7*  Analyze  the  following  sentence; 


GENERAL  QUESTIONS. 


121 


South  Carolina  seceded  from  the  Union  on  the  twentieth  day  of  Decem- 
ber, in  the  year  1860. 

8.  Correct  in  all  particulars  needing  correction,  the  following, 
and  give  reasons : 

Between  you  and  I the  trouble  lay  nearer  home. 

9.  What  is  the  use  of  interjections  ? Illustrate  by  an  example. 

10.  Correct  in  all  particulars  needing  correction,  the  following, 
and  give*  reasons  for  corrections : 

A great  variety  of  reasons  are  given  for  the  changes,  but  every  one  of 
the  members  still  hold  to  their  opinions. 

11.  Correct  and  give  reasons : 

“His  argument  was  the  best  of  all  others.” 

“Her  appearance  was  better  than  that  of  any  person  I ever  saw.” 

12.  How  do  you  distinguish  Relative  from  Interrogative  Pro- 
nouns ? 

13.  Is  the  following  correct?  If  not,  wherein  does  its  incor- 
rectness consist? 

“I  hoped  to  have  seen  you.” 

14.  Analyze  the  following: 

“Thou  may’st  be  popular 

Perchance  but  seek  not  popularity 

As  motive-spring  of  any  act  in  thy  profession.” 

15.  In  two  different  propositions  use  the  same  word  as  an  Ad- 
jective and  as  a Noun. 

16.  Write  five  sentences  containing  errors,  point  out  the  errors 
and  tell  why  they  are  such. 

17.  Correct  the  sentences  following  that  are  incorrect 

“Who  are  you  Iqoking  for?” 

“She  is  the  person  whom  all  love.” 

“Both  were  unfortunate  but  n ither  are  to  blame.” 

“Whom  do  you  charg  with  folly?” 

18.  Write  a compound  sentence  containing  all  the  Parts  of 
Speech. 

19.  Analyze  the  following  sentence: 

6 


122 


THE  COMPLETE  EXAMINER. 


“The  term  of  school  which  has  just  commenced  will  close  upon  the  last 
Friday  of  March.” 

20.  Correct  the  following  in  all  respects  as  to  spelling,  punctua- 
tion, capitals,  and  construction : 

“twas  but  the  day  befor  chrismas  that  he  went  and  done  a deed  which 
no  man  has  ever  seen  the  like  of  it.” 

21.  Give  the  plurals  of  Genus^  Emphasis^  and  Criterion. 

22.  Compare  Happy^  Gay^  Useful^  and  Golden. 

23.  Decline  the  personal  pronouns  Thou  and  She. 

24.  Define  Voice  and  Mood. 

25.  Correct  the  following  sentences,  viz.  :* 

(a.)  Both  this  dress  and  the  other  is  finished,  but  neither  of  them  set 
well. 

(6.)  Who  was  you  speaking  to  previous  to  my  arrival? 

(c.)  He  can  neither  learn  easy  or  speak  gramatical. 

26.  In  the  last  sentence  (c.)  parse  the  words  neither  and  speak, 
and  the  word  neither  in  the  sentence  (a.) 

27.  How  is  gender  expressed  ? 

28.  What  class  of  verbs  govern  two  objective  cases  ? 

29.  When  is  the  subject  of  a verb  not  its  nominative  ? 

30.  Such  as  I esteem  shall  be  invited.  Parse  the  words  in 
italics. 

*31.  “John  is  a noun.”  Parse  John,  giving  gender,  number, 
person,  &c. 

32.  “A  man  who  is  industrious  will  be  respected.”  Analyze. 

33.  “I  have  purchased  an  ox,  therefore  I can  not  come.”  What  is  the 
relation  of  the  latter  clause  to  the  former  ? 

34.  They  come  to  the  number  of  one  hundred  men.  Parse  the  clause 
“to  the  number  of  one  hundred  men.” 

35.  “It  is  they  who  deceive  you.”  Is  the  sentence  correct?  If  not, 
correct  it. 

36.  What  words  are  essential  to  a sentence?  Form  one  con- 
taining all  the  parts  of  speech. 

37.  Of  the  two  Latin  Poets,  Virgil  and  Horace,  “the  first  is  the  most 
celebrated.” 

38.  “Ten  idle  men  were  collected  to  see  if  it  were  Washington,  him 
whom  the  loyal  citizens  honors.”  Correct. 

39.  “ I intended  to  have  gone.”  Correct  and  give  reasons. 


GENERAL  QUESTIONS. 


123 


40.  “When  the  cars  arrived  the  policeman  arrested  the  man  who  stepped 
upon  the  platform.”  Analyze. 

41.  Correct  the  following  sentences : 

“There  comes  three  persons  either  of  which  accomplish  with  ease  what 
you  propose.” 

42.  “The  farmers  men-servant  brought  to  market  turkeys  and  potatoes 
which  he  delivered  at  Smiths,  the  tailors  servants  by  the  hands  of  the 
Messrs.  Browns.” 

43.  “I  they  and  you  having  completed  your  studies,  it  becomes  us  to  be 
as  them  who  all  respect  for  their  virtue.” 

44.  What  is  Prosody  ? 

45.  In  punctuation,  what  does  the  dash  denote  ? 

46.  “Awake  my  St.  John,  leave  all  meaner  things 
To  low  ambition  and  the  pride  of  kings.” 

47.  Tell  the  hind  of  verse,  the  number  of  poetic  feet,  and  put 
the  accent  on  the  long  syllables. 

4*8.  What  is  the  logical  subject^  and  what  the  grammatical  predi- 
cate  in  a sentence  ? 

49.  What  is  meant  by  Declension  in  grammar  ? What  by  In 
flection  ? 

50.  Give  an  example  of  Personification,  Of  Metaphor.  Of 
Simile. 

51.  In  the  sentence,  “He  that  glorieth  let  him  glory  in  the  Lord,”  parse 
the  words  He,  let,  and  glory. 

52.  Correct  the  sentence, 

“He  learns  me  grammar,  but  neither  of  us  speak  English  correct.” 

53.  Analyze  the  sentence, 

“A  desire  to  excel  will  stimulate  to  exertion.” 

1.  By  what  Governments  of  Europe  were  the  earlier  settle- 
ments made  ? 

2.  How  many  wars  were  there  between  the  English  Colonies 
and  the  French  and  Indians,  and  how  are  the  three  most  promi- 
nent designated  ? 

3.  What  were  the  chief  causes  of  the  alienation  of  the  colonies 
from  the  English  Government? 

4.  When  and  where  was  the  first  Provincial  Congress  formed? 


124 


THE  COMPLETE  EXAMINER. 


5.  When  and  where  was  the  first  blood  shed  in  the  war  of  the 
Revolution  ? 

6.  When  did  the  Jbattle  of  Bunker  Hill  take  place  ? 

7.  When  did  Cornwallis  surrender  at  Yorktown  ? 

8.  When  and  where  was  the  treaty  signed  by  which  Great 
Britain  acknowledged  the  independence  of  the  United  States  ? 

9.  When  was  the  Federal  Constitution  adopted? 

10.  Who  was  the  fourth  President  of  the  United  States,  and 
how  long  did  he  hold  office  ? 

11.  In  what  year  did  the  second  war  with  Great  Britain  com- 
mence, and  when  did  it  terminate  ? 

12.  Give  a history  of  'vvhat  is  known  of  the  Hartford  Conven- 
tion. 

13.  With  what  other  nations  besides  England  has  the  United 
States  been  at  war? 

14.  Give  the  prominent  events  with  the  war  with  Mexico. 

15.  When  was  Michigan  admitted  into  the  Union  ? 

16.  When  was  Wisconsin  admitted  into  the  Union? 

17.  Who  was  the  first  Governor  of  this  State? 

18.  What  noted  events  occurred  in  the  Territorial  history  of 
Wisconsin  ? 

19.  Name  the  four  gre^t  epochs  in  U.  S.  History. 

50.  When,  where,  and  by  whom  was  the  first  permanent  set- 
tlement made  in  North  America  ? 

21.  What  causes  led  to, the  American  Revolution? 

22.  Give  the  names  and  dates  of  the  four  most  important  bat- 
tles of  the  Revolutionary  War,  and  a brief  account  of  each. 

23.  Name  three  of  the  most  noted  commanders,  and  give  an 
account  of  each. 

24.  When,  where,  and  by  what  terms  was  peace  concluded? 

25.  What  led  to  the  war  of  1812  ? 

26.  Give  an  account  of  the  land  operations  during  this  war. 

27.  Give  an  account  of  the  naval  operations  during  this  war. 

28.  Give  the  names  and  dates  of  the  principal  Indian  wars. 

29.  How  did  the  U.  S.  obtain  possession  of  Louisiana? 

30.  How  was  the  Federal  Constitution  framed  ? When  did  it 
go  into  operation  ? 


GENERAL  QUESTIONS. 


125 


31.  Give  the  principal  events  of  Washington’s  Administration. 

32.  What  was  the  great  event  of  Monroe’s  Administration  ? 

33.  In  whose  administration  occurred  the  Algerine  War? 

34.  Give  a short  account  of  the  Mexican  War. 

35.  What  Americans  have  become  celebrated  for  great  and 
useful  inventions  ? 

36.  Name  the  most  noted  naval  commanders  of  the  U.  States. 

37.  Give  a brief  account  of  Jackson’s  Administration. 

38.  Tell  what  you  know  of  the  present  Rebellion  against  the 
United  States. 

1.  What  causes  a difference  of  climate  at  different  points  upon 
the  same  parallel  of  latitude  ? 

2.  What  is  the  cause  of  land  breezes  ? 

3.  What  is  the  cause  of  sea  breezes  ? 

4.  Explain  the  'c-auses  of  the  Trade  Winds. 

5.  Why  is  the  Pacific  coast  of  the  U.  S.  warmer  than  the  At«. 
lantic  coast,  upon  the  same  parallel  of  latitude  ? 

6.  What  are  the  prominent  physical  features  of  North  America? 

*7.  What  are  the  oceanic  currents  ? 

8. «  Describe  the  Gulf  Stream. 

9.  What  is  the  difference  between  an  earthquake  and  a volcano? 

10.  What  is  the  cause  of  Water  Spouts  ? 

11.  In  what  respects  do  the  grand  divisions  of  the  globe  differ 
from  each  other  ? 

12.  In  what  respects  do  the  grand  divisions  of  the  globe  resem- 
ble each  other  ? 

13.  To  what  causes  may  we  attribute  the  fertility  and  product- 
iveness of  the  Mississippi  Valley  ? 

14.  Why  is  Siberia  colder  than  the  same  latitude  of  British 
America  ? 

15.  Contrast  the  vegetable  productions  of  Equatorial  Africa 
and  South  America. 

16.  Contrast  the  animals  of  tropical  and  frigid  regions. 

17.  Contrast  the  coverings  of  animals  of  the  temperate  zones 
during  the  summer  and  winter  months. 

18.  What  is  the  difference  between  frost  and  dew? 


12G 


THE  COMPLETE  EXAMINEE. 


19.  What  are  the  principal  causes  of  rain? 

20.  What  conditions  are  essential  to  the  production  of  hail  ? 

21.  Name  the  principal  productions  of  the  tropical  regions. 
Of  the  temperate  regions. 

22.  What  is  the  difference  between  the  soifs  of  New  England 
and  of  Wisconsin  ? 

23.  Why  are  there  no  large  rivers  in  Peru  ? 

24.  Why  does  it  seldom  rain  in  Egypt  ? 

25.  What  is  the  cause  of  wet  and  dry  seasons  in  California  ? 

1.  Give  some  account  of  the  first  day’s  work  in  commencing  a 
school. 

2.  What  is  a graded  school  ? 

3.  How  should  scholars  be  classified? 

4.  How  should  text-books  be  used  by  the  scholar  ? 

5.  Should  the  Teacher  use  a text-book  in  conducting  a recita- 
tion ? 

6.  In  mental  arithmetic  should  pupils  be  allowed  to  use  the 
book  in  recitation  ? 

7.  State  the  advantages  and  disadvantages  of  concert  exercises 
in  school. 

8.  What  are  essential  requisites  in  the  qualifications  of  good 
teachers  ? 

9.  State  some  common  faults  observable  in  teachers. 

10.  Should  pupils  be  allowed  to  report  their  own  delinquen- 
cies ? 

11.  To  what  extent  should  written  records  of  deportment  and 
scholarship  be  kept  ? 

12.  At  what  temperature  should  a school-room  be  kept? 

13.  Should  giving  prizes  be  encouraged? 

14.  What  advantages  and  what  disadvantages  attend  giving 
prizes  ? 

15.  What  should  be  the  length  of  recitation  required  of  pupils 
from  four  to  ten  years  of  age  ? 

16.  How  many  hours  per  day  should  children  under  ten  years 
of  age  be  confined  to  the  school-room  ? 


GENERAL  QUESTIONS, 


127 


17.  What  advantages  attend  the  practice  6f  “boarding  round 
by  teachers  ? 

18.  Would  you  encourage  pupils  to  report  the  delinquencies  of 
each  other?  * 

19.  To  what  extent  would  you  teach  morals  in  school? 

20.  Would  you  require  “compositions  and  declamations?” 


SECOND  PART. 


CHAPTER  XII. 

BOTANYA 

1.  Define  Botany,  and  describe  the  departments  into  which  it 
IS  divided.  Wood’s  Class  Book,  page  13. 

2.  Describe  the  relations  of  Botany  to  our  sustenance,  protec-  * 
tion,  and  the  healing  of  our  diseases.  Wood’s  Class  Book,  page 

14. 

3.  Define  a plant  and  give  the  difference  between  it  and  an 
animal  or  a mineral ; how  is  it  affected  by  cultivation  ? Describe 
the  early  stages  of  plant  life.  14. 

4.  Describe  each  of  the  dementary  tissues  that  enter  into  its 
structure.  20.  • 

5.  What  are  Ducts  ? Their  use  ? Where  found  ? 23. 

6.  What  is  the  Epidermis,  or  Skin,  of  which  it  is  composed  ? 
24. 

7.  Describe  the  Stomata,  Give  their  use  and  location.  24. 

8.  What  are  Hairs,  Stings,  Glands,  Prickles,  Thorns?  25. 

9.  Describe  the  two  grand  divisions  of  the  vegetable  kingdom, 
the  Phainogamia  or  Flowering,  and  the  Crytogamia  or  Flower- 
less plants.  26. 

10.  How  are  they  readily  distinguished  by  their  Tissues,  Seeds, 
general  structure?  27. 

11.  The  Flowering  plants  are  subdivided  into  Endagenous  and 
Exogenous.  Describe  the  mode  of  growth  and  leaf  of  each. 
Name  example  of  each  class.  77. 

12.  Name  and  describe  the  Floral  envelopes.  State  which 
constitutes  a regular  flower.  29,  30. 

the  First  Grade  of  all  our  Grammar  Schools,  Botany  ia  taught,  unless  it  be  paatponed 
to  be  pursued  in  the  High  School.  Hence  it  is  expected  that  Candidates  will  prepare  them- 
selves in  this  interesting  branch. 


BOTANY. 


129 


13.  Mention  those  orgaiis  which  are  essential  for  the  produc- 
tion of  fruit.  What  is  the  office  of  the  Pollen  ? 

14.  What  did  Linnjeus  take  as  the  basis  of  the  Artificial  Sys- 
tem of  classification  of  the  Genera?  34. 

15.  How  does  it  differ  from  the  system  of  Jussieu?  112. 

16.  Describe  compound  and  simple  Ovaries  and  the  Ovules. 
42. 

17.  What  do  you  understand  by  Dehiscence?  Describe  the 
different  modes. 

18.  What  is  the  ultimate  product  of  vegetation  ? 57. 

19.  Describe  the  parts  of  the  seed.  Where  is  the  Embryo 
plant  found  ? What  are  its  parts  ? 57,  58. 

20.  What  is  the  Cotyledom,  and  what  office  does  it  perform  to 
the  new  plant  ? 58. 

21.  What  is  Germination?  What  are  essential  conditions  to 

it  ? 60. 

22.  Define  a root,  and  give  its  office  to  the  plant.  62. 

23.  In  what  part  of  the  root  does  Absorption  take  place  ? 67. 

24.  Describe  the  different  forms  of  the  root.  63,  64. 

25.  How  can  you  prove  that  Absorption  takes  place  in  the 
Spongioles  ? 

26.  Define  the  stem  and  tell  wherein  it  differs  from  the  root. 
62. 

27.  Tell  the  difference  between  a Branch,  Thorn  and  Prickle. 
71. 

28.  How  does  a leaf  bud  differ  from  a flower  bud  ? 70. 

29.  What  are  Axillory  and  Terminal  buds?  70. 

30.  Describe  the  Caulis,  Runner,  Scape,  Vine,  Trunk,  &c.  ? 
74. 

31.  How  does  the  Herbaceous  stem  differ  from  the  Woody  ? 
77. 

32.  Describe  the  mode  of  growth,  and  the  bark,  pith,  and 
woody  layers  of  Exogenous  stem.  77. 

33.  How  can  the  age  of  a tree  be  ascertained?  78. 

34.  Describe  the  mode  of  increase*  of  the  Endogenous  stem, 
and  tell  what  each  bundle  consists  of.  81. 


130 


THE  COMPLETE  EXAMINER. 


35.  What  is  vernation  ? Give  the  different  modes  of  folding 
the  leaf  in  the  bud.  82. 

36.  When  are  leaves  said  to  be  Opposite,  Alternate,  Verticel- 
late  and  Fasciculate?  83. 

37.  When  are  leaves  said  to  Cauline  ? When  Eadicle  ? 84. 

38.  When  Net  Veined  ? When  Parallel  Veined  ? When  are 
leaves  Simple?  When  Compound?  85. 

39.  What  is  the  Skeleton  and  Venation  of  the  leaf?  77. 

40.  Name  and  describe  the  different  forms  of  the  Feather 
Veined  leaf,  and  mention  examples  of  each  form.  87. 

41.  Describe-  the  different  forms  of  Parallel  Veined  leaves. 
89. 

42.  How  are  the  Margins  of  leaves  modified  by  the  Venation  ? 
Describe  the  forms  of  Margins.  90. 

43.  When  is  the  Apex  of  the  leaf  said  to  be  Entire  ? Den- 
tate, Serrate,  Crenate,  Spinous,  Lacinate,  &c.  ? 90. 

44.  When  is  the  surface  of  the  leaf  Kough,  Pubescent,  Glab- 
rous, Pilose,  Vilose,  Rugose,  Woody,  Hoary  ? 

45.  Describe  the  Compound  leaf  and  name  its  parts.  91. 
When  is  the  leaf  Pinnate,  Bipinnate,  Tripinnate  ? 

46.  When  is  the  leaf  Amplexicaul,  Perfoliate,  Connate,  &c.  ? 
93. 

47.  Describe  the  Sarracenia  or  Pitcher  plant.  93. 

48.  When  are  leaves  Deciduous,  Fugacious,  Persistent?  96. 

49.  Describe  Exhalation,  Absorption,  Respiration.  98. 

50.  How  can  you  illustrate  by  experiment?  99. 

51.  Define  Digestion  in  plants.  Tell  where  and  how  per- 
formed. 101. 

52.  What  is  Inflorescence?  Describe  the  different  modes. 

102. 

53.  Mention  some  of  the  Chemical  elements  that  enter  into  the 
structure  of  plants.  106. 

54.  Mention  any  other  important  principles  in  Botany. 


ALGEBRA. 


131 


CHAPTER  XIII. 

ALGEBRA. 

Remark. — In  examinations  in  Algebra  it  has  been  found  that  the  majority 
of  students  have  devoted  their  energies  mainly  to  the  solution  of  problems, 
carelessly  passing  over  the  principles  involved  in  the  questions  proposed. 
This  is  a fatal  error.  Every  Candidate  should  carefully  prepare  himself  in 
the  definitions^  and  thoroughly  qualify  himself  in  the  principles  of  the  Sci- 
ence ; then  all  problems  can  be  easily  solved. 

In  giving  answers  give  reasons  for  every  statement  made,  whether  called 
for  or  not. 

Note. — The  references  in  the  following  questions  in  Algebra  are  to  “Da- 
vies’ Bourdon.”  P.  stands  for  page.  Art.  for  article.  Ex.  for  example. 

1.  What  do  you  understand  by  Quantity?  Art.  h 

2.  What  is  Mathematics  ? Art.  2. 

3.  Define  Algebra.  Art.  3. 

*4.  How  many  kinds  of  quantities  are  considered  in  Algebra? 
Art.  4. 

5.  Name  and  describe  those  quantities.  Art.  4. 

6.  How  many  signs  are  used  in  Algebra  ? 

7.  What  is  the  sign  for  Addition,  and  how  made  ? Art.  5. 

8.  Make  the  sign  for  Subtraction,  and  tell  its  meaning.  Art.  6. 
• 9.  Which  is  the  Positive  Sign  ? Which  Negative  ? Art.  6. 

10.  How  many  signs  are  there  for  Multiplication?  Art.  7. 

11.  Make  the  signs  for  Multiplication.  Art.  7. 

12.  How  many  are  there  for  Division?  Art.  8. 

13.  Make  signs  for  Division.  Art.  8. 

14.  Make  and  define  the  sign  of  Equality.  Art.  9. 

15.  Define  the  sign  of  Inequality.  Make  it.  Art.  10. 

16.  What  sign  is  used  to  denote  that  there  is  a difference  be- 
tween two  quantities  without  knowing  which  is  the  greater?  Art. 
11. 

17.  What  sign  is  used  to  denote  that  one  quantity  varies  as 
another?  Art.  12. 

18.  What  are  the  signs  of  Proportion?  How  read?  Make 
them.  Art.  13. 

19.  What  sign  is  used  to  denote  he?ice  or  consequently?  Art* 


132 


THE  COMPLETE  EXAMINE. 


20.  Wliat  is  a Coefficient  ? Give  an  example. 

21.  When  no  coefficient  is  expressed,  what  is  understood? 
Art.  14. 

22.  What  is  an  Exponent,  and  what  does  it  show?  Art.  15. 

23.  When  no  exponent  is  written,  what  is  understood  ? Art. 
15. 

24.  What  is  the  Power  of  a quantity  ? Degi’ee  of  a quantity  ? 
Art.  16. 

25.  What  relation  between  the  exponent  and  the  number  of 
Multiplications?  Art.  16. 

26.  Illustrate  the  use  of  the  exponent  by  taking  a as  a factor 
six  times,  h eight  times,  c seven  times.  P.  18. 

27.  What  is  the  Root  of  a quantity  ? Art.  18. 

28.  What  is  the  Radical  Sign?  Make  it.  Art.  18. 

29.  Give  an  example  using  the  Radical  Sign.  Art.  18. 

30.  What  is  the  reciprocal  of  a quantity?  Art.  19. 

31.  Define  an  Algebraic  quantity.  Art.  20. 

32.  Give  an  example  to  illustrate  Algebraic  quantities.  Art. 

20. 

33.  What  is  a monomial  or  term"}  Art.  21. 

34.  Define  a Binomial.  Trinomial.  Polynomial.  Art.  21. 

35.  What  is  the  Numerical  value  of  an  Algebraical  expression? 
Art.  22. 

36.  What  is  an  additive  term?  Subtractive?  Art.  23. 

37.  What  effect  does  changing  the  order  of  the  terms  of  a poly- 
nomial have  on  the  numerical  value  of  the  quantity  ? Art.  24. 

38.  Define  the  Dimension  of  a term.  Art.  25. 

39.  What  are  the  literal  factors  of  a term  ? Art.  25. 

40.  How  do  you  tell  the  degree  of  a term  ? Art.  25. 

41.  When  is  a polynomial  Homogeneous?  Art.  26. 

42.  Write  a polynomial  that  is  homogeneous.  Art.  26. 

43.  What  is  a vinculum  ? Parenthesis  ? Brackets  ? Art.  27. 

44.  Make  the  characters  named  in  the  last  question.  Art.  27. 

45.  What  are  Similar  terms  ? Art.  28. 

46.  Write  terms  that  are  similar,  and  those  that  are  dissimilar. 
Art.  28. 


ALGEBRA. 


133 


47.  When  is  a polynomial  reduced  to  its  simplest  form  ? Art. 

29. 

48.  Give  the  Rule  for  reducing  a polynomial  to  its  simplest 
form.  Art.  29. 

49.  In  reducing  a polynomial  what  effect  does  it  have  on  the 
coefficients  and  exponents  ? P.  23. 

50.  Define  a Theorem  and  a Problem.  Arts.  30,  31. 

51.  Define  a Formula?  P.  25. 

52.  Solve  the  following,  and  give  the  formula  for  it.  Art.  31. 

53.  The  sum  of  two  numbers  is  67,  and  their  difference  is  19; 
what  are  the  numbers?  Art.  31. 

54.  The  sum  of  two  numbers  is  a,  and  their  difference  b ; what 
are  the  numbers  ? Art.  31. 

55.  Give,  a formula  involving  the  principle  of  the  last  example. 
P.  25. 

ADDITION. 

1.  Define  Addition.  Art.  31. 

2.  When  the  quantities  are  dissimilar  how  do  you  add  them  ? 
Art.  32. 

3.  Give  the  Rule  for  the  addition  of  Algebraic  quantities. 
Art.  34. 

SUBTRACTION. 

1.  Define  Subtraction.  Art.  35. 

2.  When  the  quantities  are  not  similar,  how  do  you  subtract  ? 
Art.  36. 

3.  Give  the  Rule  for  subtraction  of  algebraic  quantities.  Art. 

37.  . . 

4. '  Give  the  reasons  for  changing  the  signs  of  the  subtrahend. 
Art.  37. 

0 5.  If  you  have  an  algebraic  quantity  within  a parenthesis,  and 

a minus  sign  before  it,  what  effect  does  it  have  on  the  terms  when 
the  parenthesis  is  omitted  ? Art.  38. 

6.  Illustrate  the  last  question  by  an  example.  P.  32. 

7.  Do  the  words  add  and  sum  always  mean  augmentation  ? 
Art.  39. 

8.  Explain  the  difference  between  an  Arithmetical  and  Alge- 
braic Sum.  Art.  39. 


134 


THE  COMTEETE  EXAMINER. 


9.  Do  the  words  subtraction  and  difference  always  mean  dimi- 
nution? Art.  39^. 

10.  Are  the  algebraic  signs,  plus  and  minus^  always  the  true 
signs  of  the  terms  before  which  they  are  placed  ? Art.  40.  . 

11.  Illusti:ate  the  last  question  by  an  example.  Art.  40. 

MULTIPLICATION. 

1.  What  is  multiplication  in  Algebra  ? Ai't.  41. 

2.  Name  and  explain  the  terms  used  in  multiplication.  Art. 
41. 

3.  What  is  the  Rule  for  multiplication  of  monomials  ? P.  34. 

4.  How  do  you  multiply  one  polynomial  by  another  ? Arts. 
43-45. 

5.  Multiply  a — b by  c — d,  and  give  the  reasons  for  every  step.  ^ 
Art.  44. 

6.  How  can  you  make  it  appear  that  minus  multiplied  by  mi- 
nus gives  plus  ? Art.  43. 

7.  In  multiplication,  when  both  factors  are  homogeneous^  how 
will  the  product  be  ? Art.  46. 

8.  How  many  terms  will  there  be  in  the  product  if  no  two 
terms  of  the  product  are  similar  ? Art.  46. 

9.  Among  the  terms  of  the  product,  how  many  terms  will  there 
always  be  which  can  not  be  reduced  with  any  others?  Art.  46. 

10.  Name  the  terms  intimated  in  the  last  question,  and  tell  why. 
Art.  46. 

11.  Give  the  formula  for  the  square  of  the  sum  of  two  quan- 
tities. Art.  47. 

12.  State  the  formula  for  tjie  square  of  the  difference  of  two 
quantities.  Art.  47. 

13.  Give  the  formula  for  the  sum  of  two  quantities  multiplied 
by  their  difference.  Art.  47. 

14.  What  is  the  law  of  the  product  of  two  quantities  ? Art.  48. 

DIVISION. 

1.  What  is  Division  ? Art.  49. 

2.  Name  the  terms  used  in  Division,  and  define  them.  Art.  49. 

3.  How  do  you  divide  one  monomial  by  another  monomial  ? 
Art.  51. 


ALGEBRA. 


135 


4.  State  the  principle  in  regard  to  the  signs  in  division.  Art. 
50. 

5.  State  two  cases  in  which  the  exact  division  of  monomials  is 
impossible.  Art.  52. 

6.  State  the  principle  in  regard  to  the  exponents  of  the  divi- 
dend and  divisor.  Art.  53. 

7.  Show  that  any  quantity  whose  exponent  is  0,  is  equal  to  1. 
Art  54. 

8.  How  do  you  divide  a polynomial  by  a monomial?  Art  55. 

9.  How  do  you  divide  one  polynoinial  by  another?  Art.  56. 

10.  What  do  you  understand  by  arranging  the  dividend  and 
divisor  with  reference  to  a certain  letter?  Art.  56. 

11.  Give  the  reasons  for  the  whole  process  in  the  division  of 

polynomials.  Art  56.  • 

12.  When  is  the  exact  division  of  one  polynomial  by  another 
impossible  ? How  many  cases  are  there.?  Art.  58. 

FACTORING  POLYNOMIALS. 

1.  What  do  you  understand  by  Factoring  Polynomials?  Art. 
59. 

2.  How  may  a polynomial  be  resolved  into  two  or  more  fac- 
tors ? Art.  59. 

3.  Find  the  factors  of  the  following : n^+2n^4“h.  Ex.  5.  P. 

52.  ■ 

4.  Find  the  factors  of  the  following : a^x — x^  Ex.  7.  P.  52. 

5.  Demonstrate  the  following  proposition : The  difference  of 

the  same  powers  of  any  two  quantities  is  exactly  divisible  by  the 
difference  of  the  quantities.  Art.  60. 

6.  Illustrate  the  last  by  the  following:  Divide  a"" — b*"  by 

a — b.  Art.  60. 

7.  Demonstrate  the  following:  The  sum  of  the  odd  powers 
of  the  same  degree  of  two  quantities  is  always  divisible  by  the 
sum  of  the  quantities. 

8.  Divide  (a'^+b*^)  by  (a+b),  and  give  the  reasons. 

9.  Give  the  rule  and  reason  for  finding  the  Greatest  common 
divisor  of  two  or  more  polynomials. 


136 


THE  COMPLETE  EXAMINER. 


10.  Find  the  greatest  common  Divisor  of  the  following  exam- 
ple: 2x"‘  + llx'^ — 13x^ — 99x — 45  and  2x^ — 7x^ — 46x — 21. 

11.  (xive  the  Rule  and  reason  for  finding  the  Least  Common 
Multiple  of  two  or  more  polynomials. 

12.  Find  the  least  common  multiple  of  the  following  example: 
3x^ — llx-f-O,  2x^ — 7x+3,  and  6x^ — 7x+2. 

ALGEBRAIC  FRACTIONS. 

1.  What  is  an  Algebraic  Fraction?  Art.  62. 

2.  Define  a Fractional  Unit,  Art.  62. 

3.  What  are  the  Terms  of  a fraction  ? Art.  63. 

4.  What  is  an  Entire  quantity  ? Art.  63. 

5.  What  is  a mixed  quantity  ? Art.  63. 

6.  When  may  the  Fraction  be  reduced  to  an  entire  quantity  ? 
Art.  64. 

7.  What  effect  does  multiplying  the  Numerator  of  a fraction 
have  upon  the  value  of  the  fraction  ? Art.  65. 

8.  What  effect  does  multiplying  the  denominator  of  a fraction 
have  upon  its  value  ? Art.  66. 

9.  What  effect  does  multiplying  both  numerator  and  denomina- 
tor have  upon  the  value  of  the  fraction  ? Art.  67. 

10.  What  effect  has  dividing  both  numerator  and  denominator 
of  a fraction  have  upon  its  value  ? Art.  67. 

11.  Give  reasons  for  your  answers  to  the  last  three  questions. 
P.  56. 

12.  How  do  you  reduce  a fraction  to  its  lowest  form? 

13.  Reduce  ^ to  its  simplest  foim.  Ex.  7.  P.  57. 

27ac‘"~ 6ac"  ^ 

14.  How  do  you  reduce  a mixed  quantity  to  a fractional  form  ? 
P.  57. 

15.  Reduce  3x — 1 — — "H-  to  the  form  of  a fraction.  Ex.  6. 

3a— 2 

P.  58. 

16.  Why  do  you  change  the  signs  of  the  terms  of  the  numera- 
tor in  the  last  example  ? Art.  38. 

17.  How  do  you  reduce  a fraction  to  an  entire  quantity  ? R. 

P.  58, 


ALGEBRA. 


137 


18.  Reduce  to  a mixed  quantity.  Ex.  6.  P.  59. 

5x 

■y  3-  -y8  ^ 

19.  Reduce ^ to  an  entire  quantity.  Ex.  5.  P.  59. 

X— y 

20.  How  do  you  reduce  fractions  having  different  denominators 
to  equivalent  fractions  having  a common  denominator?  R.  P. 
60. 

21.  Reduce  — - - , - — ^ and  to  equivalent  fractions  having 

a — b ax  c 

common  denominators.  Ex.  6.  P.  60. 

22.  How  do  you  Add  fractions  ? R.  P.  61. 

23.  What  is  the  sum  of  ^ and  — - ? Ex.  10.  P.  62. 

a — b a+b  a+x 

24.  Give  the  process  for  the  subtraction  of  fractions.  R.  P. 
62. 

25.  From  3x+-  take  x— Ex.  7.  P.  63. 

b c 

26.  How  do  you  multi'ply  one  fractional  quantity  by  another? 
R.  P.  62. 

27.  Multiply  a+  by  . Ex.  8.  P.  64. 

a — X x+x^ 

28.  How  do  jou'divide  one  fraction  by  another?  R.  P.  65. 

29.  Divide  * by  5!+^.  Ex.  8 P.  66. 

x"— 2bx+b^  ^ X— b 

30.  Divide  by  lil^.  Ex.  10.  P.  66. 

a— 1 1— a" 

31.  What  effect  will  it  have  on  the  quotient  to  change  the  signs 
either  of  the  numerator  or  denominator  ? Art.  69. 

32.  How  will  the  value  of  the  fraction  be  affected  by  adding 
the  same  quantity  to  both  terms  of  a proper  fraction?  Art.  70. 

33  By  adding  the  same  quantity  to  both  terms  of  an  improper 
fraction  ? Art.  70. 

34.  Demonstrate  the  •principle  in  the  last  two  questions. 

35.  If  the  same  quantity  be  subtracted  from  each  term  of  a 
proper  fraction,  how  will  the  value  of  the  fraction  be  affected  ? 
Art.  70. 

36.  By  subtracting  the  same  quantity  from  each  term  of  an 


138 


THE  C COMPLETE  EXAMINER. 


improper  fraction,  what  effect  on  the  value  of  the  fraction?  Art. 


70. 


37.  Explain  the  principle  in  the  last  two  questions. 


vx^— 11x4- 28 


X* 


]Ex.  5.  P.  68. 

39.  Divide  ^ by  1 — ^ ^ and  get  n.  Ex.  8.  P.  68. 


n+1  n+1 


40.  From  1+^  take  L_ii^  Ex.  4.  P.  68.  ' 


1 X^  l+x^ 


41.  What  does  the  sign  Zero  signify?  Art.  71. 

42.  What  is  the  sign  of  infinity'^  Art.  71. 


EQUATIONS  OF  THE  FIRST  DEGREE. 


1.  What  is  an  Equation?  Art.  72. 

2.  What  are  members  of  an  Equation?  Art.  72. 

3.  What  is  the  First  Member  ? Which  the  Second  ? Art.  72. 

4.  How  many  unknown  quantities  may  an  equation  have? 


5.  How  are  equations  classified?  Art.  73. 

6.  How  can  you  tell  what  degree  an  Equation  is?  Art.  73. 

7.  What  are  Numerical  Equations?  Art.  74. 

8.  Define  Literal  equations.  Art.  74. 

9.  What  is  an  Identical  equation"^  ^ Art.  75. 

10.  State  i\iQ  properties  of  an  equation.  Art.  76. 


1..  Define  an  Axiom.  Art.  76. 

2.  How  many  axioms  are  used  in  Algebra  ? Art.  7 6. 

3.  Give  the  six  axioms.  Art.  76. 


1.  What  do  you  understand  by  the  Solution  of  an  equation? 


2.  What  do  you  understand  by  the  Transformation  of  an  Equa- 
tion ? Art.  78. 

3.  Of  what  does  the  First  Transformation  consist?  Art  78. 

4.  How  do  you  transform  an  equation  involving  fractional  terms 
to  one  involving  only  entire  terms?  R,  76. 


Art.  73. 


AXIOM. 


SOLUTION  OF  EQUATIONS. 


Art.  77. 


ALaEBRA. 


139 


5.  Reduce  to  an  equa- 

b ab  b^  a 

tion  involving  only  entire  terms.  Ex.  4.  P.  77. 

6.  Of  what  does  the  second  transposition  consist  ? , Art.  7 9. 

7.  How  do  you  transpose  a term  of  an  equation  from  one  mem- 
her  to  the  other?  R.  P.  77. 

8.  Upon  what  principle  is  the  Rule  founded  for  the  last  ques- 
tion? 

9.  Give  the  Rule  for  Solving  an  equation  of  the  first  degree. 
R.  P.  78. 

4^ O Qy 1 

10.  Find  the  value  of  x in  the  following:  2x — — - — = — — . 
Ex.  16.  P.  80. 

11.  Solve  the  following  : ^ — 3a=-^^--~ — 2x+ 


a — b 


a+b 


a® — bx 


Ex.  18.  P.  80. 


12.  Of  how  many  parts  does  the  solution  of  a problem  consist? 
Name  them.  Art.  81. 

13.  Of  what  does  the  statement  consist?  Solution?  Art.  81. 

14.  What  is  the  Rule  for  “Stating”  problems?  R.  P.  81. 

15.  Solve  the  following : A capitalist  receives  a yearly  income 
of  $2940;  four-fifths  of  his  money  bears  an  interest  of  4 per 
cent,  and  the  remainder  of  five  per  cent. ; how^  much  has  he  at 
interest?  Ex.  18.  P.  87. 

16.  In  a certain  orchard  one-half  are  apple  trees,  one-fourth 
peach  trees,  one-sixth  plumb  trees,  120  cherry  trees,  and  80  pear 
trees ; how  many  trees  in  the  orchard  ? Ex.  20.  P.  87. 

17.  A person  in  play  lost  one-fourth  of  his  money,  and  then 

won  3 shillings ; after  which  he  lost  one-third  of  w^hat  he  then 
had ; and  this  done,  found  that  he  had  but  12  shillings  remaining: 
what  had  he  at  first  ? Ex.  28.  P.  88.  ^ 


. ELIMINATION. 

1.  Define  Elimination.  Art.  83. 

•2.  How  many  methods  of  Elimination  are  there  ? Art.  80. 

3.  Give  the  method  by  Addition  and  Subtraction.  R.  P. 
91. 


140 


THE  COMPLETE  EXAMINER. 


4.  Explain  the  method  by  Substitution.  Art.  85. 

5.  Illustrate  by  an  example  the  method  of  Elimination  by  com- 
parison. Art.  86. 

6.  How  do  you  solve  a problem  involving  three  equations  and 
three  unknown  quantities  ? Art.  87. 

7.  What  is  a Simultaneous  equation  ? Art.  82. 

8.  Give  the  general  Rule  for  solving,  a problem  containing  any 
number  of  equations  and  unknown  quantities.  R.  P.  94. 

9.  Given  2x+3y=16  and  3x — 2y=ll,  to  find  the  values’ of 
X and  y.  Ex.  1.-  P.  95. 

10.  ^+7y=99,  and  Z-f-7x=51,  to  find  the  values  of  x and  y. 
Ex.  3.  P.  95. 

11.  Given  7x — 2z+3u— 17.  — 2z4-t=ll.  5y — 3x — 2u=8., 

4y — 3u+2t=9,  and  3z+8u=:33,  to  find  the  values  of  x,  y,*z,  u, 
and  t.  Ex.  8.  P.  95. 

12.  Solve  the  following:  A’s- age  is  double  B’s,  and  B’s  is 

triple  C’s,  and  the  sum  of  their  ages  is  140;  what  is  the  age  of 
each?  Ex.  11.  P.99. 

13.  A footman  agreed  to  serve  his  master  for  £8  a year  and  a 
livery,  but  was  turned  away  at  the  end  of  7 months,  And  received 
only^£2  13s  4d  and  his  livery;  what  was  its  value?  Ex.  16. 
P.  100. 

14.  If  A and  B together  can  perform  a piece  of  work  in  8 
days,  A and  C together  in  9 days,  and  B and  C in  10  days,  how 
many  days  would  it  take  each  person  to  perform  the  same  work 
alone?  Ex.  20.  P.  100“. 

15.  A banker  has  two  kinds  of  money ; it  takes  a pieces  of  the 
first  to^make  a crown,  and  b pieces  of  the  second  to  make  the 
same  sura.  Some  one  offers  him  a crown  for  c pieces.  How 
many  of  each  kind  must  the  banker  give  him  ? Ex.  28.  P.  102.- 

INDETERMINATE  EQUATIONS  AND  PROBLEMS. 

1.  Define  an  Indeterminate  Equation.  Art.  88. 

2.  What  is  an  Indeterminate  Problem  ? Art.  88.* 

3.  How  many  equations  mmt  there  be  for  a given  number  of 
unknown  quantities  ? 


ALGEBRA. 


141 


4.  What  do  you  understand  by  the  Interpretation  of  Negative 
Results?  J^rt.  89.  . 

5.  Solve  and  explain  the  following:  A Father  has  lived  a 

number  of  years  e’xpressed  by  a;  his  son  a number  of  years  ex- 
pressed by  h.  Find  in  how  many  years  the  age  of  the  son  will 
be  one-fourth  the  age  of  the  father.  Ex.  2.  P.  107. 

6.  State  the  four  principles  in  regard  to  negative  results.  P. 
108,  109. 

7.  What  do  you  understand  by  the  Discussion  of  Prohlems  ? 
Art.  91. 

8.  What  is  an  Arbitrary  quantity  ? Art.  9i. 

9.  Give  and  solve  the  problem  of  the  Couriers.  Art.  91. 

10.  Explain  all  the  conditions  of  the  last  question.  Art.  91. 

INEQUALITIES. 

1.  What  is  an  Inequality  ? Art.  92. 

2.  State  the  six  distifict  principles  belonging  to  inequalities. 
P.  114,  115,  116. 

3.  Find  x in  the  following:  ^ — ax+ab<^.  Ex.  5.  P,  116. 

POWERS  AND  ROOTS. 

1.  What  is  the  square  of  a quantity  ? Art.  93. 

2.  Define  the  Square  Root  of  a quantity:  Art.  93. 

3.  The  square  of  a Number  composed  of  tens  and  units  is 
equal  to  what  ? Art.  94. 

4.  Illustrate^the  last  question  by  squaring  64. 

5.  Also  by  squaring  365. 

6.  Extract  the  square  Root  of  96785436. 

7.  How  do  you  extract  the  square  root  of  aliumber  ? Art.  95. 

8.  Demonstrate  the  Rule  for  square  root.  Art.  95. 

9.  When  can  you  increase  the  entire  part  of  the  root  by  1 ? 
Art.  95.  P.  122. 

10.  To  what  is  the  number  of  places  in  the  root  always  equal? 
Rem.  II.  P.  123. 

11.  Is  the  square  root  of  an  imperfect  square  commensurable 
with  1.  Rem.  3.  P.  123. 


142 


THE  COMPLETE  EXAMINER. 


EXTRACTION  OF  THE  SQUARE  ROOT  OP  FRACTIONS. 

1.  How  do  you  extract  the  square  root  of  a fraction  ? Art.  96. 

2.  How  do  you  extract  the  square  root  of  a fraction  when  the 
numerator  and  denominator  are  not  both  perfect  squares  ? Art. 

96. 

3.  How  do  you  extract  the  square  root  of  a whole  number 
which  is  an  imperfect  square  to  within  less  than  a given  fractional 
unit  ? Art.  97. 

4.  How  do  you  obtain  the  approximate  root  in  decimals  ? Art. 

97. ^’ 

5.  Give  the  rule  for  extracting  the  square  root  of  a vulgar  frac- 
tion in  terms  of  a decimal.*  Art.  99. 

6.  Find  the  V2\^  lo  within  less  than  0.0001.  Ex.  2.  P.129. 

EXTRACTION  OF  THE  SQUARE  ROOT  OF  ALGEBRAIC  QUANTI- 
TIES. * 

1.  How  do  you  extract  the  square  root  of  Monomials?  Art. 

100. 

2.  How  do  you  extract  the  square  root  of  a Polynomial  ? Art. 

101. 

3.  Demonstrate  the  Pule  for  square  root  of  polynomials.  Art. 

101. 

4.  Find  the  square  root  of  4x®-f-12x^-[-5x'* — 2x^+7x^ — 2x+l* 
Ex.  4.  p!  132. 

5.  Find  the  square  root  of  25a'’ b^ — 40a^b^c4“76a"b^c^ — 48ab^c* 
+36bV— 30a%c+24a-bc2_36a"bc"+9a‘’c^.  Ex.  6.  P.  132. 

6.  Is  a binomial  a. perfect  square?  P.  133. 

7.  When  is  a trinomial  a perfect  square?  P.  133. 

8.  -/9a“— 48^" + G4a=’b“ = what  ? P.  133. 

RADICAL  QUANTITIES  OF  THE  SECOND  DEGREE. 

1.  Define  a Radical  Quantity.  Art.  102. 

2.  What  is  a Radical  of  the  tim'd  degree  ? 

3.  Define  Similar  Radicals.  Art.  103. 

4.  How  do  you  simplify  a Radical  of  the  second  degree  ? Art. 
105. 


ALGEBRA. 


143 


5.  Give  the  two  principles  upon  which  the  simplification  of 
radicals  depend.  Art.  104. 

6.  How  do  you  Add  Radicals  ? , Subtract  Radicals  ? Art.  106. 

7.  How  do  you  Multiply  Radicals?  Art.  107. 

8.  How  do  you  Divide  one  Radical  by  another  ? Art.  108. 

9.  Give  the  sum  of  -y/l  and 

10.  Give  the  sum  of  |v^|  and  | Ex.  12.  P.  142. 

EQUATIONS  OF  THE  SECOND  DEGKEE. 

1.  Define  an  equation  of  the  second  degree.  Art.  110. 

2.  Write  out  the  form  to  which  every  equation  of  the  second 

degree  may  be  reduced.  Art.  111.  • 

3.  What  does  an  incomplete  equation  of  the  second  degree  in- 
volve? Art.  112. 

4.  How  many  roots  has  every  incomplete  equation  of  the  sec- 
ond degree?  Art.  113.  P.145. 

5.  Give  the  Rule  and  reason  for  solving  an  equation  of  the 
second  degree.  Art.  114.  P.  147. 

6.  Find  x in  the  following:  mx^+mn=2m'V^nx+nx^.  Ex.  8. 
P.151. 

7.  Find  X in  the  following : a^+b^ — 2bx+x^= — Ex.  15. 
P.  151. 

8.  What  number,  is  that  which  being  divided  by  the  product  of 
its  digits,  the  quotient  will  be  3 ? and  if  18  be  added  to  it  the  or- 
der of  its  digits  will  be  reversed?  Ex.  6.  P.  154. 

9.  What  two  numbers  are  those  whose  difference  is  15,  and  of 
, which  the  cube  of  the  lesser  is  equal  to  half  their  product?  Ex. 

10.  P.  155. 

10.  Two  partners,  A and  B,  gained  $140  in  trade.  A’s  money 
w^as  3 months  in  trade,  and  his  gain  was  $60  less  than  his  stock ; 
B’s  money  was  $50  more  than  A’s,  and  was  in  trade  5 months : 
what  was  A’s  stock?  Ex.  11.  P.  155. 

11.  Give  the  four  forms  in  which  an  Equation  of  the  second 
degree  may  be  expressed.  Art.  117. 

12.  Give  and  solve  the  Problem  of  the  Lights,  with  all  its  con-» 
ditions.  Art.  121. 


144 


THE  COMPLETE  EXAMINEE. 


13.  Given  '^51^+2 to  find  JC.  Ex.  4.  P. 

X x+a  x+a 
166.  

14.  Given  to  find  x.  Ex.  6.  P.  167. 

V'k-  Vx—a  X— a 

15.  Given  =b,  to  find  tr.  Ex.  8.  P.  167. 

a+x 

TRINOMIAL  EQUATION^. 

1.  Define  a Trinomial  Equation  Art.  122. 

2.  Give  the  form  to  whicli  every  Trinomial  Equation  may  be 
reduced.  Art  129. 

3.  Give  the  Hze/e  for  solving  a trinomial  Equation.  R.  P.  1 68. 

4.  What  does  the  solution  of  a Trinomial  Equation  of  the 
Fourth  degree  require  ? Art  125. 

5.  Reduce  tlie  following  to  its  simplest  form : 

^ ab+4c^— <l^^\/4abc^— al^.  Ex,  7.  P.  172. 

6.  Given  x^+x4-y=18 — ^y2  and  xy=6,  to  find  x and  y.  Ex. 
9.  P.  178. 

7.  Tlie  sum  of  two  numbers  is  8,  and  the  sum  of  their  cubes  is 
152;  what  are  the  numbers?  Ex.  6.  P.  182. 

8.  What  two  numbers  are  those  whose  sum  multiplied  by  the 
greater  is  equal  to  77,  and  whose  difference  multiplied  by  the 
lesser  is  equal  to  12?  Ex.  9.  P.  182. 

9.  Divide  100  into  two  such  parts  that  the  sum  of  their  square 
roots  may  be  14.  Ex.  10.  P.  18^2. 

10.  Two  merchants  sold  tlie  same  kind  of  stuff ; the  second 
sold  3*yards  more  of  it  than  the  first,  and  together  they  received 
35  dollars.  The  first  said  to  the  second,  ‘‘I  would  have  received 
24  dollars  for  your  stuff.”  The  other  replied,  ‘‘And  I would  have 
received  1 2^  dollars  for  yours.”  How  many  yards  did  each  of 
them  sell?  Ex.  18.  P.  183. 

11.  Given  (x®+l)y=(y^‘f l)x^  and  (y®+l)x=9(x^+l)y®, 
to  find  X and  y. 


ALGEBRA. 


145 


PERMUTATIONS,  ARRANGEMENTS  AND  COMBINATIONS. 

1.  Define  Permutations,  and  give  the  Law  governing  them. 
Art.  130. 

2.  Define  Arrangements,  and  give  the  law  governing  them. 
Art.  131. 

3.  Define  Combinations,  and  give  the  law  governing  them. 
Art.  132. 

BINOMIAL  THEOREM. 

1.  What  is  the  Binomial  Theorem  ? Art.  134. 

2.  Explain  and  give  reasons  for  the  Binomial  Formula.  Art. 
135. 

3.  What  is  the  law  for  the  coefficients  and  exponents  ? Art. 
137.  138. 

EXTRACTION  OF  ROOTS. 

1.  How  do  you  extract  the  cube  root  of  a number.  Art.  141. 

2.  How  do  you  extract  any  root  of  numbers?  Art.  142. 

3.  How  do  you  extract  any  root  of  Algebraic  quantities  ? Art. 
147,  148. 

4.  Explain  the  'principles  governing  the  Transformation  of  a 
radical  of  any  degree.  Art.  150-159. 

5.  Explain  the  Rules  for  imaginary  expressions.  Art.  162, 
163. 

6.  Explain  the  principles  governing  Fractional  and  Negative 
Exponents.  Art.  1 64-1 70. 

ARITHMETICAL  PROGRESSION. 

1.  Of  what  does  a series  consist?  What  is  Arithmetical  Pro- 
gression? Art.  171,  172. 

2.  How  do  you  find  the  sum  of  the  terms  of  an  Arithmetical 
Progression?  Art.  176. 

3.  Explain  the  Formulas  belonging  to  Arithmetical  Progres- 
sion. Art.  176. 

4.  Find  9 Arithmetical  means  between  each  antecedent  and 
consequent  of  the  progression  2.5.8.11.14.  Ex.  7.  P.  241. 

7 


146 


TPIE  COMPLETE  EXAMINER. 


GEOMETRICAL  PROGRESSION. 

1.  Define  Geometrical  Progression,  and  give  the  rules  for  it. 

2.  Explain  and  give  reasons  for  the  Geometrical  Formulas. 
Art.  187-192. 

3.  Explain  the  principle  of  Indeterminate  Co-efficients.  Art. 
193-198. 

4.  Explain  the  Principle  of  Recurring  Series.  Art.  199-201. 

5.  Give  the  General  Demonstration  of  the  Binomial  Theorem. 
Art.  202. 

6.  State  the  principles  governing  the  Summation  of  Series. 
Art.  208. 

7.  Explain  the  principles  of  Piling  Balls.  Art.  210-214. 

8.  How  many  balls  in  an  incomplete  oblong  pile,  the  numbers 
in  the  lower  courses  being  92  and  40,  and  the  numbers  in  the 
corresponding  top  courses  being  70  and  18?  Ex.  7.  P.  274. 

9.  Explain  continued  Fractions  and  Exponential  quantities. 
Art.  215-224. 

10.  What  are  Logarithms?  Give  the  General  Properties  of 
them.  Art.  227-229. 

11.  Demonstrate  clearly  the  Principles  of  Logarithms.  Art. 
230-241. 

12.  How  do  you  calculate  simple  and  compound  Interest  by 
Algebraic  Formulas  ? Art.  245. 

13.  Give  and  explain  the  General  Theory  of  Equations.  Art. 
244-250. 

14.  Demonstrate  the  General  Principle  of  Elimination.  Art. 
270. 

15.  Demonstrate  the  principles  for  finding  the  Greatest  Com- 
mon Divisor.  Art.  252-261. 

16.  State  the  principles  involved  in  the  solution  of  numerical 
equations  containing  but  one  unknown  quantity.  Art.  275-280. 

17.  Explain  the  principles  governing  the  Limits  of  Positive 
Roots,  Arto  281-285. 

18  Explain  Descartes’  Rule.  Art.  293. 

10.  Give  and  explain  Stimn’s  Tiieorem.  Art.  298-307. 

20.  Find  the  roots  of  the  equation  — 2x^+1  ~0.  Ex.  5. 

P.  378. 


geometry. 


147 


21.  Explain  Cardan’s  Rule  for  solving  cubic  equations.  Art. 
‘808. 

22.  What  are  the  roots  of  the  equation  — 7x-+14x— 20. 

Ex.  3.  P.  381. 

23.  Give  the  Preliminaries  to  Horner* s method.  Art.  309. 

24.  Explain- the  Principles  involved  in  Horner’s  Inethod.  Art. 
300-314. 

25.  Find  the  roots  of  the  equation  x*^ — 10x4-6+1—0.  Ex.  4. 
P.  400. 

Note. — Many  additional  questions  mig-lit  hare  been  proposed,  but  candidates  who  can 
answer  satisfactorily  the  above  questions  need  feel  no  embarrassment  in  an  examination  in 
this  science. 


CHAPTER  XIV. 

Every  Teacher  of  our  Eirst  Class  Schools  is  now  expected  to  be  well 
qualified  in  the  Higher  Mathematics.  Hence  a few  questions  are  proposed 
in 

GEOMETRY. 

The  references  in  the  questions  on  Geometry  are  to  “Davies’  Legendre.” 
B.  stands  for  Book.  D.  for  Definition.  P.  for  Proposition.  C.  for  Corol- 
lary. 

1.  Define  Geometry. 

Ans. — Generically  ic  means  the  art  of  measuring  the  earth;  but  as  it  Is 
now  used  Geometry  denotes  the  Science  of  magnitude  in  general, — the 
mensuration  of  lines,  surfaces,  solids,  with  their  various  relations. 

2.  Define  Extension.  Def.  1.  B.  I. 

3.  What  is  a Point  ? Line  ? Straight  line  f B.  I.  D.  5,  6, 

7. 

4.  What  is  a Broken  line  ? Curvea  line  ? Surface  ? Plane  ? 
B.  I.  D.  8-11. 

5.  What  is  a Curved  Surface?  Plane  Angle?  Right-Angle? 
B.  I.  D.  12-14. 

6.  What  are  Oblique  Angles  ? How  many  kinds  ? B.  I.  D. 
15. 

7.  Define  an  Acute  Angle.  An  Obtuse  Angle.  B.  I.  D.  15. 
■ 8.  When  are  lines  parallel  ? What  is  a plane  figure  ? B I. 

D.  16,  17. 

9.  What  is  a Polygon?  Triangle?  Hexagon?  Octagon? 

B.  1.  D.  19. 


148 


THE  COMPLETE  EXAMINER. 


10.  Define  an  Equilateral  polygon.  Equiangular  polygon. 
B.  I.  D.  20. 

11.  When  are  two  polygons  mutually  equilateral  and  equian- 
gular? B.  I.  D.  22. 

12.  How  are  Triangles  classified?  How  many  classes  are 
there  ? B.  I.  D.  23. 

13.  Define  a Scalene  Triangle.  An  Isosceles  triangle.  B.  I. 
D.  23. 

14.  Define  Equilateral  and  Acute  angled  triangles.  B.  I.  D. 
23. 

15.  Define  Right-angled  triangles,  and  obtuse-angled  triangles. 
B.  I.  D.  23. 

1 6.  What  are  Quadrilaterals  ? Divided  into  how  many  classes  ? 
B.  I.  D.  24. 

17.  Define  Trapezium.  Trapezoid.  Parallelogram.  B.  I. 
D.  24. 

18.  Into  how  many  classes  are  parallelograms  divided?  B.  I. 
D.  25. 

19.  Define  a Rhombus.  Rectangle.  Square.  B.  I.  D.  25. 

20.  What  is  a Diagonal?  A Base?  B.  I.  D.  26,  27. 

DEFINITION  OF  TERMS. 

1 . What  is  an  axiom  ? Demonstration  ? Theorem  ? B.  I. 
D.  27. 

2.  What  is  a Problem  ? Lemma  ? Proposition  ? B.  I.  D. 
27." 

3.  What  is  a Corollary?  Scholium?  Hypothesis?  Postu- 
late? B.  I.  D.  27. 


EXPLANATION  OF  SIGNS. 

Remark. — The  explanation  of  the  signs  in  Geometry  is  the  same  as  is 
found  in  the  questions  on  Algebra,  which  see. 


AXIOMS. 

1.  How  many  axioms  are  there?  B.  I.  P.  19. 

2.  Give  them  all  accurately.  B.  L P.  19. 

3.  How  many  Postulates  are  there  ? Give  them.  B.  I.  P. 

20. 


GEOMETRY. 


149 


THEOREMS. 

1.  Demonstrate  Proposition  I.  Theorem.  B.  I. 

2.  Demonstrate  Prop.  IX.  B.  I.  and  P.  XXV.  B.  I.  Also 
Prop.  XXVIll.  B.  I. 

OF  RATIOS  AND  PROPORTIONS.  B.  II. 

1.  Define  Proportion.  Ratio.  Antecedent.  Consequent.  B. 
II.  D.  2. 

2.  How  may  the  ratio  of  Magnitudes  be  expressed  ? B.  II. 

D.  3. 

3.  When  are  magnitudes  commensurable?  When  incommen- 
surable ? B.  II.  D.  3. 

4.  How  will  you  illustrate  the  principles  found  in  the  last  two 
questions  ? B.  II.  D.  4,  5. 

5.  When  are  four  quantities  in  Proportion  ? B.  II.  D.  6. 

6.  When  is  a quantity  a fourth  proportional  to  the  other  three  ? 
B.  II.  D.  7. 

7.  When  are  three  quantities  in  proportion  ? B.  II.  D.  8. 

8.  When  are  magnitudes  in  proportion  by  Alternation  ? B.  II. 

D.  9. 

9.  When  are  magnitudes  in  proportion  by  Inversion  ? B.  II. 
D.  10. 

10.  When  by  Composition  ? When  by  Division  ? B.  II.  D. 

11,  12. 

11.  What  are  Equimultiples  of  two  quantities?  B.  II.  D. 
13. 

12.  When  are  two  varying  quantities  reciprocally  proportional? 
B.  II.  D.  14. 

13.  Demonstrate  P.  I,  IX  and  XII.  B.  II. 

OF  THE  CIRCLE.  B.  III. 

1.  Define  a Circle.  Circumference.  D.  1.  B.  III. 

2.  What  is  the  Radius  ? Diameter  ? How  do  all  the  radii  of 
equal  or  the  same  circles,  compare  in  magnitude  ? D.  2.  B.  III. 

3.  What  is  an  Arc  ? Chord  ? Sector  ? Segment  ? D.  3,  4, 

5.  B.  III. 


150 


THE  COMPLETE  EXAMINER. 


4.  When  is  a straight  line  said  to  be  inscribed  in  a circle  ? D. 

6.  B.  III. 

5.  Define  an  inscribed  triangle.  D.  7.  B.  III. 

6.  What  is  an  inscribed  polygon  ? D.  7.  B.  Ill, 

7.  Define  a Secant  line.  A Tangent.  D.  8,  9.  B.  III. 

8.  What  is  the  point  of  contact  ? D.  9.  B.  III. 

9.  Define  the  point  of  tangency.  When  is  a circle  inscribed 
in  a polygon?  D.  11.  B.  III. 

10.  Demonstrate  P.  IV,  VIII,  XV  and  XVIII,  in  B.  ID. 

11.  Demonstrate  Problems  III,  X,  XIII  and  XV,  in  B.  III. 

BOOK  lY. 

1.  Define  Similar  Polygons.  D.  1.  B.  IV. 

2.  What  are  homologons,  angles  and  sides  ? D.  2.  B.  IV. 

3.  What  do  you  understand  by  area‘s  Equivalent  figures? 
D.  4.  B.  IV. 

4.  When  are  two  sides  of  one  polygon  said  to  be  reciprocally 
proportional  to  two  sides  of  another  ? D.  5.  B.  IV. 

5.  What  are  similar  Arcs,  sectors,  or  segments  ? D.  6.  B. 
IV. 

6.  What  is  the  Altitude  of  a triangle  ? D.  7.  B.  IV. 

7.  What  is  the  Altitude  of  a parallelogram?  Of  a Trapezoid? 
D.  8,  9.  B.  IV. 

8.  Demonstrate  the  following  Proposition : 

“The  square  described  on  the  sum  of  two  lines  is  equivalent  to  the  sum 
of  the  squares  described  on  the  lines,  together  with  twice  the  rectangle 
contained  by  the  lines.”  P.  VIII.  B.  IV. 

“The  square  described  on  the  hypothenuse  of  a right-angled  triangle  is 
equivalent  to  the  sum  of  the  squares  described  on  the  other  two  sides.” 
P.  XI.  B.  IV. 

“In  every  quadrilateral  inscribed  in  a circle,  the  rectangle  of  the  two  di- 
agonals, is  equivalent  to  the  sum  of  the  rectangles  of  the  opposite  sides 
taken  two  and  two.”  P.  XXXIII.  B.  IV. 

9.  Demonstrate  Problems  10,  16  and  18.  B.  IV. 

BOOK  V. 

1.  What  is  a regular  polygon?  D.  1.  B.  V. 

2.  How  many  sides  may  a regular  polygon  have?  D.  2.  B.  V. 


GEOMETRY. 


151 


3.  demonstrate  the  following  Proposition  : 

“To  inscribe  a square  in  a given  circle.”  P.  III.  B.  V. 

4.  And  the  following : 

“ In  a given  circle  to  inscribe  a regular  decagon.”  P.  VI.  B.  Y. 

5.  Also  this  Theorem : 

“The  arc  of  a circle  is  equal  to  the  product  of  the  radius  by  the  circum- 
ference.” P.  XV.  B.  V. 

BOOK  VI. 

1.  When  is  a straight  line  perpendicular  to  a plane?  D.  1,  3. 
B.  YI. 

2.  When  is  a plane  perpendicular  to  a line  ? D.  2.  B.  YI. 

3.  When  are  two  planes  parallel  to  each  other  ? D.  3.  B.  YI. 

4.  define  a diedral  angle^  and  the  faces  and  edge  of  an  angle, 
d.  4.  B.  YI. 

5.  What  is  the  measure  of  a diedral  angle  ? d.  4.  B.  YI. 

6.  Define  a Polyedral  angle.  What  is  the  face,  edge  and  ver- 
tex  of  the  Polyedral  angle  ? D.  5.  B.  YL 

7.  demonstrate  the  following : 

“Two  planes  which  are  perpendicular  to  the  same  straight  line  are  paral- 
lel to  each  other.”  P.  IX.  B.  VI. 

8.  “If  two  straight  lines  be  cut  by  three  parallel  planes,,  they  will  be  di- 
vided proportionally.”  P.  XV,  B.  YI. 

9.  “ The  sum  of  either  two  of  the  plane  angles  which  include  a triedral 
angle  is  greater  than  the  third.”  P.  XIX.  B.  YI. 

BOOK  VII. 

1.  define  a Polyedron  Prism.  Base  of  the  prism,  d.  1,  2. 
B,  YIL 

2.  describe  the  convex  surface  of  a prism,  d.  3.  B.  YIL 

3.  define  the  altitude  of  a prism.  What  is  a right  prism? 
d.  5.  B.  YIL 

4.  What  is  a triangular  prism?  Parallelopipedon ? d.  7. 
B.  YIL 

5.  What  is  a pyramid?  Altitude  of  a pyramid?  d.  9.  B. 
VII. 


152 


THE  COMPLETE  EXAMINER. 


6.  Define  a Right  Pyramid.  Slant  Height,  Truncated  Pyra- 
mid. D.  13.  B.  VII. 

7.  What  is  the  altitude  of  a frustrum  ? Slant  Height  ? D.  14. 
B.  VII. 

8.  Define  the  diagonal  of  a polyedron.  Similar  polyedrons. 
1).  1(3.  B.YII. 

9.  What  is  a regular  polyedron?  Homologous  parts  of  a polye- 
dron ? D.  18.  B.  VII. 

10.  Demonstrate  Prop.  IV.  B.  VII : 

“The  convex  surface  of  a right  pyramid  is  equal  to  the  perimeter  of  its 
base  multiplied  by  half  its  slant  height.” 

11.  Two  triangular  pyramids,  having  equivalent  bases  and  equal  altitudes, 
are  equivalent,  or  equal  in  value.  P.  XY.  B.  VII. 

12.  Two  similar  pyramids  are  to  each  other  as  the  cubes  of  their  homolo- 
gous edges.  P.  XX.  B.  YII.  Give  the  general  Scholiums  to  this  Theo- 
rem. 

BOOK  VIII. 

1.  Define  a Cylinder,  Cone,  Sphere,  and  Spherical  Sector.  D. 
1.  B.  VHI. 

2.  Define  a Great  Circle.  Small  Circle.  Zone.  Spherical 
Segment.  D.  14.  B.  VHI. 

3.  What  are  the  Three  round  bodies  treated  of  in  the  Elements 
of  Geometry?  D.  17.  B.  VIII. 

4.  The  solidity  of  a Cone  is  equal  to  its  base  multiplied  by  a third  of  its 
altitude.  P.  5.  B.  YIII. 

5.  Every  section  of  a sphere,  made  by  a plane,  is  a circle.  P.  YII.  B. 
YIII. 

6.  The  solidity  of  a sphere  is  equal  to  its  surface  multiplied  by  a third  of 
its  radius.  P.  XIY.  B.  YIII. 

7.  Demonstrate  the  above  Propositions ; also  P.  XVIII,  and 
give  General  Scholiums.  B.  VIII. 

BOOK  IX. 

1.  Define  a Spherical  Triangle,  Lune,  Ungula,  and  the  Pole 
of  a Circle.  D.  B.  IX. 

2.  “Two  Symmetrical  spherical  triangles  arc  equivalent.”  P.  16.  B. 

IX. 

B.  “The  sum  of  all  the  angles  in  any  spherical  triangle  is  less  than  six 
right  angles,  and  greater  than  two.”  P.  XIY.  B.  IX. 


NATURAL  PHILOSOPHY. 


153 


4.  “The  surface  of  a spherical  triangle  is  equal  to  the  excess  of  the  sum 
of  its  three  angles  above  two  right  angles  multiplied  by  the  tri-rectanguiar 
triangle.  P.  XVIII.  B.  IX. 

Many  other  questions  and  Propositions  might  have  been  given,  but  the  above  will  be  suf- 
ficient to  indicate  what  may  be  expected  in  regard  to  this  branch. 


CHAPTER  XV. 

NATURAL  PHILOSOPHY. 

Remark. — The  Increased  attention  given  to  Philosophy  in  our  schools  at 
the  present  day  renders  it  essential  that  Teachers  should  be  well  acquainted 
with  this  practical  science.  The  references  in  the  following  questions  on 
Natural  Philosophy  are  to  “Peck’s  Ganot.” 

Note. — The  Author  hesitated  in  making  the  selection  of  a Text-Book,  to 
which  to  refer.  But  the  superior  merits  of  “Peck’s  Ganot”  induced  him  to 
take  that  excellent  work,  trusting  that  as  soon  as  it  should  become  known, 
it  would  be  in  general  use. 

Art.  stands  for  Article.  Ex.  for  Example.  Exp.  for  Experiment.  P. 
for  Page.  Fig.  for  Figure. 

INTRODUCTION. 

1.  What  is  Science  ? What  is  a Law  ? Define  the  Universe. 

P.  9. 

2.  Define  Mind.  Matter.  In  what  two  states  may  matter  ex- 
ist? P.9. 

3.  What  are  the  two  divisions  of  science  ? P.  9. 

4.  What  is  Natural  Philosophy  ? P.9. 

5.  Into  what  may  Natural  Philosophy  be  divided  ? P.  10. 

6.  How  may  organized  matter  be  divided?  P.  10. 

7.  What  are  the  corresponding  divisions  of  General  Physics  ? 
P.  10. 

8.  What  is  Physics  Proper  ? Chemistry  ? P.  10. 

9.  What  are  the  Pure  Sciences?  P.  10. 

10.  What  are  the  Mixed  Sciences?  P.  10. 

PRELIMINARY  PRINCIPLES  AND  MECHANICS  OF  SOLIDS. 

1.  What  are  Physical  Agents?  Name  them.  Art.  1. 

2.  Define  a Body.  An  Atom.  A Molecule.  Art.  2. 

3.  What  are  Molecular  F orces  ? What  is  Attractive  Forces  ? 
Repellent  Forces  ? Art.  2. 


154 


THE  COMPLETE  EXAMINER. 


4.  What  is  the  Mass  of  a body  ? Density  How  are  bodies 
divided  ? Art.  3. 

5.  Define  solids  and  fiuids.  How  are  fluids  divided?  Art.  4. 

6.  Define  liquids,  and  gases  or  vapors.  Art.  4. 

7.  What  are  the  general  properties  of  bodies  ? Art.  5. 

8.  Define  Magnitude,  Form,  and  Impenetrability.  Art.  G,  7. 

9.  Define  Inertia.  Give  examples  of  the  principle  of  Inertia, 
Art.  8. 

10.  What  is  Porosity?  Explain  the  porosity  of  gold  by  the 
Florentine.  Exp.  Art.  9. 

11.  Define  a Filter.  Divisibility.  Compressibility.  Dilata- 
bility.  Art.  10-12. 

1 2.  What  is  Elasticity  ? Give  examples  of  the  most  and  least 
elastic  bodies.  Art.  13. 

MECHANICAL  PRINCIPLES. 

1.  Define  Mechanics.  When  is  a body  at  rest?  In  motion? 
Art.  14,  15. 

2.  Give  examples  of  Rectilinear  and  Curvilinear  Motion.  Art. 
16. 

3.  Give  examples  of  Uniform  Motion.  Varied  Motion.  De- 
fine Velocity.  Art.  17. 

4.  Define  Accelerated  and  Retarded  Motion.  Art.  18. 

5.  Define  and  give  examples  of  Forces,  Powers  and  Resistances. 
Art.  19. 

6.  What  three  elements  determine  a force  ? Art.  20. 

7.  What  is  a Resultant  of  several  forces  ? Illustrate.  Art. 

21. 

8.  Explain  the  parallelogram  of  forces.  Art.  22. 

9.  Explain  the  flight  of  an  Eagle.  The  sailing  of  a boat. 
Art.  23,  24. 

10.  What  is  the  Resultant  of  parallel  forces  acting  in  the  same 
direction?  Art.  25. 

11.  Acting  in  different  directions?  Ex.  Art.  25. 

12.  When  are  forces  in  equilibrium  ? Illustrate.  Art.  26. 

13.  Define  Centrifugal  force.  Centripetal  force.  Art.  27. 


NATURAL  PHILOSOPHY. 


155 


14.  How  does  a body  move  when  the  centripetal  force  is  de- 
stroyed? Art.  27. 

15.  State  some  of  the  effects  of  the  centrifugal  force.  Art.  28. 

1 6.  What  is  a machine  ? A Motor  ? What  is  the  advantage 
of  machines?  Art.  29. 

17.  Define  a Lever.  Tell  how  many  classes.  Example  of 
each.  Art.  30. 

18.  What  are  the  lever  arras'^  What  is  the  relation  between 
the  power  and  resistance?  Art.  31. 

19.  What  is  the  relation  between  the  power  anji  velocity? 
Art.  31. 

20.  Is  there  any  gain  of  power  in  using  a lever?  Ex.  Art. 
31. 

21.  Explain  the  scissors,  and  nut-cracker.  Art.  32. 

22.  Name  any  other  simple  machines.  Art.  33. 

23.  What  machines  are  formed  by  combinations  of  simple  ma- 
chines ? Art.  33. 

24.  What  are  the  seven  mechanical  powers?  Name  them. 
Art.  33 

PRINCIPLES  OF  GRAVITATION. 

1.  What  is  the  force  of  Gravity?  What  is  Universal  Gravi- 
tation? Art.  34. 

2.  Explain  the  law  of  Universal  Gravity.  Art.  34. 

3.  State  Newton’s  law.  Art.  34. 

4.  State  the  effect  of  gravitation  on  the  planets.  Art.  35. 

-5.  What  are  the  orbits  of  planets?  What  is  the  force  of 
Gravity?  Art.  36. 

6.  What  is  the  shape  of  the  Earth?  Define  a vertical  line. 
Art.  37. 

7.  Where  do  vertical  lines  meet?  Illustrate  by  example.  Art. 
37. 

8.  When  are  vertical  lines  parallel  ? When  not  ? Give  ex- 
ample. Art.  37. 

9.  What  are  antipodes?  Define  a horizontal  Line.  Level. 
Art.  37. 

10.  What  instruments  are  constructed  on  the  principle  of  ver- 
ticals and  horizontals  ? Art.  37. 


156 


THE  COMPLETE  EXAMINER. 


11.  Define  weight.  Center  of  Gravity.  Art.  40. 

12.  When  is  a body  in  equilibrium  ? Give  an  example.  Art. 

41. 

13.  What  are  the  three  cases  of  equilibrium  ? Give  example. 
Art.  42. 

14.  Define  Stable,  Unstable  and  Neutral  equilibrium.  Art. 

42. 

15.  What  bodies  are  most  stable?  Illustrate  by  example. 
Art.  43. 

16.  How  do  men  and  animals  maintain  a stable  position  ? Art. 

43. 

17.  Where  is  the  center  of  gravity  in  man  ? 

18.  Explain  the  principle  of  rope  dancing.  Art.  43. 

19.  Define  a balance.  Beam.  Fulcrum.  The  scale.  Art. 

44. 

20.  On  what  principle  are  bodies  weighed  ? Art.  44. 

21.  What  are  the  requisitions  for  a good  balance  ? Art.  45. 

22.  State  the  methods  of  testing  a Balance.  Art.  46. 

23.  What  is  the  first  law  of  falling  bodies?  The  second? 
Art.  48. 

24.  The  third  ? Illustrate  each  by  an  example.  Art.  48. 

25.  What  is  an  Inclined  Plane  ? Explain  its  principle.  Art. 
49. 

26.  How  would  you  prove  the  third  law  of  falling  bodies? 
Art.  50. 

27.  What  use  is  made  of  the  inclined  plane?  Art.  51. 

28.  What  is  a screw?  A wedge?  Art.  51. 

29.  What  is  a Pendulum  ? Why  does  it  vibrate  ? Art.  52. 

30.  Explain  the  construction  of  the  simple  and  compound  pen- 
dulum. Art.  53. 

31.  Explain  the  laws  that  govern  the  vibration  of  the  pendu- 
lum. Art.  54. 

32.  Mention  some  of  the  Applications  of  the  Pendulum.  Art. 
55, 

33.  Why  do  clocks  lose  time  in  summer,  and  gain  in  winter? 
Art.  55. 


NATURAL  PHILOSOPHY. 


157 


34.  What  is  the  length  of  a second  pendulum  in  New  York  ? 
Art.  55. 

35.  Describe  a metronome.  Art.  56. 

PRINCIPLES  OP  MOLECtTLAR  ACTION. 

1.  Define  molecular  forces.  How  divided  ? Art.  57. 

2.  Explain  the  effects  of  compressing  and  stretching  bodies. 
Art.  57. 

3.  Define  Cohesion.  Adhesion.  Give  examples  of  each. 
Art.  58,  59. 

4.  Give  example  and  explain  the  phenomena  of  Capillarity. 
Art.  60. 

5.  Give  examples  and  illustrate  the  principles  of  Absorption 
and  Imbibition.  Art.  62,  63. 

6.  What  principle  is  involved  in  the  anecdote  Pope  Sixtus 
Quintus?  Art.  63. 

7.  What  effect  will  wetting  ropes  have  on  their  length  ? Art. 

63. 

8.  What  is  Tenacity  ? What  bodies  are  most  tenacious  ? Art. 

64. 

9.  What  is  the  form  of  greatest  strength  ? Art.  64. 

10.  Define  Hardness  and  Ductility.  Malleability.  Art.  65, 
66,  67. 

MECHANICS  OF  LIQUIDS. 

1.  Define  Hydrostatics.  Hydronamics.  Art.  68,  69. 

2.  Say  what  you  can  concerning  the  properties  of  Liquids. 
Art.  69. 

3.  What  is  the  principle  of  Pascal?  Art.  70 

4.  State  and  explain  the  law  in  regard  to  the  pressure  of  liquids. 
Art.  71. 

5.  How  is  the  lateral  pressure  demonstrated?  Art.  72. 

6.  Explain  the  upward  pressure  of  liquids.  Art.  72. 

7.  Explain  the  Hydrostatic  Paradox.  Art.  74. 

8.  What  is  the  principle  of  the  Hydraulic  Press  ? Art.  7 6. 

9.  Illustrate  the  power  of  the  Hydraulic  Press  by  an  example. 
Art.  76. 


158 


THE  COMPLETE  EXAMINER. 


10.  Explain  the  difference  between  equilibrium  of  solids  and 
liquids.  Art.  77. 

11.  What  are  the  conditions  of  equilibrium  in  the  case  of  li- 
quids of  different  densities.  Art.  80. 

12.  Describe  a Water  Level  and  its  use.  Art.  82. 

13.  Describe  the  principle  of  the  spirit  level.  Art.  83. 

14.  Define  a spring.  Fountain.  Artesian  Wells.  Art.  85. 

15.  Enunciate  the  principle  of  Archimides.  Art.  86. 

16.  What  is  a Hydrostatic  balance  ? Art.  87. 

17.  Explain  the  principles  of  Floating  Bodies.  Art.  89. 

18.  Give  examples  and  illustrate  the  principles  of  Flotation. 
Art.  90. 

19.  Explain  the  action  of  the  swimming  bladder  of  Fishes. 
Art.  91. 

20.  What  is  the  safest  position  in  the  water  ? Art.  92. 

21.  Define  Specific  Gravity.  Art..  93. 

22.  How  do  you  find  the  specific  gravity  of  bodies  ? Art.  93. 

23.  What  is  Nicholson’s  Hydrometer  ? Art.  94. 

24.  How  do  you  find  the  specific  gravity  of  a liquid  by  the  bal- 
ance? Art.  95. 

25.  Which  is  the  heaviest  solid ? Liquid?  Art.  95. 

26.  Describe  Beaume’s  Areometer.  Art.  96. 

27.  Describe  the  principle  and  object  of  the  Alcoholometer. 
Art.  97. 

28.  Define  the  Lactometer  and  its  use.  Art.  98. 

GENERAL  PROPERTIES  OF  GASES  AND  VAPORS. 

1.  What  is  the  difference  between  gases  and  vapors?  Art.  99. 

2.  How  many  known  gases  are  there  ? Which  have  not  been 
liquified?  Art.  99. 

3.  Describe  the  composition  and  uses  of  the  Atmosphere.  Art. 

100. 

4.  How  is  the  expansive  force  of  air  shown?  Art.  101. 

5.  How  can  you  show  that  air  has  weight?  Art.  102. 

6.  What  can  you  say  of  Atmospheric  pressure  ? Art.  104. 

7.  How  does  pressure  vary  as  we  ascend?  Art.  104. 


NATURAL  PHILOSOPHY. 


159 


8.  Explain  the  principle  of  the  Madgeburg  Hemispheres,  not 
the  apparatus.  Art.  106. 

9.  What  is  the  pressure  on  the  square  inch?  Art.  107. 

10.  Pascal’s  Experiment  in  detail,  and  his  mode  of  reasoning. 
Art.  108. 

11.  Define  a Barometer,  and  explain  its  principle.  Art.  109. 

12.  Describe  the  Cistern  Barometer  in  all  its  parts.  The  Ther- 
mometer. Art.  110. 

13.  Describe  the  siphon  Barometer.  Art.  111. 

14.  What  are  the  requisites  of  a good  Barometer?  Art.  112. 

15.  Where  are  the  fluctuations  of  the  barometer  greatest? 
Least?  Art.  113. 

. 1 6.  How  is  the  height  of  a Barometer  for  a day  or  year  de- 
termined? Art.  113. 

17.  What  are  the  causes  of  Barometrical  fluctuation?  Art. 
114. 

18.  When  does  the  barometer  rise?  Fall?  Art.  114. 

19.  Explain  the  use  of  the  Barometer  as  a weather  glass. 
Art.  114. 

20.  Describe  the  difference  between  the  Index  and  Siphon 
barometer.  Art.  115. 

21.  On  what  principle  can  you  measure  the  heights  of  moun- 
tains by  a barometer  ? Art.  116. 

22.  What  is  height  of  the  atmosphere?  Art.  117. 

23.  How  are  pressures  transmitted  through  gases?  Art.  118. 

24.  What  is  the  amount  of  pressure  on  the  human  body?  Art. 
119. 

25.  How  is  that  pressure  sustained?  Art.  119. 

26.  Describe  Mariotte’s  Law.  Its  consequence.  His  Tube. 
Art.  120,  121. 

27.  How  is  the  tube  used  to  verify  his  law"i  Art.  121. 

28.  Explain  the  Manometer  and  the  different  kinds.  Art.  122. 

29.  Describe  the  Open  Manometer.  Closed  Manometer.  Art. 
123,  124. 

30.  What  is  the  object  of  the  Manometers?  Art.  124. 


160 


THE  COMPLETE  EXAMINER. 


AIR  PUMP. 

1.  What  is  an  Air  Pump?  When  and  by  whom  invented? 
Art.  125. 

2.  Give  a complete  description  of  the  air  pump.  Art.  125. 

3.  Explain  clearly  the  action  of  the  air  pump.  Art.  125. 

4.  How  may  the  degree  of  rarefaction  be  measured  ? Art.  126. 

5.  Mention  some  experiments  with  the  air  pump.  Art.  127. 

6.  How  and  why  are  articles  of  food  preserved  in  vacuo? 
Art.  128. 

7.  What  applications  are  made  of  this  principle?  Art.  128. 

8.  Explain  the  diflference  between  the  air  pump  and  Condenser. 
Art.  129, 

9.  How  is  the  degree  of  condensation  measured?  Art.  129. 

10.  State  the  effect  of  condensed  air  on  combustion.  Life. 
Divers.  Art.  129. 

11.  Describe  an  Artificial  Fountain.  Art.  130. 

12.  Describe  Hero’s  Fountain.  How  prepared  for  use?  Art. 
131. 

13.  Describe  an  Intermittent  fountain.  Art.  132. 

14.  Explain  the  principle  of  the  Atmospheric  Inkstand.  Art. 
133. 

WATER  PUMPS. 

1.  What  is  the  difference  between  an  air-pump  and  a water 
pump?  Art.  125-134. 

2.  Describe  in  all  its  parts  the  Suction  and  Lifting  pump.  Art. 
135. 

3.  Explain  the  action  of  this  pump.  Art.  135. 

4.  What  and  how  many  forms  may  be  given  to  the  force  pump? 
Art.  136. 

5.  What  is  the  difference  between  a Fire  Engine  and  a pump? 
Art.  137. 

6.  How  is  the  fire  engine  supplied  with  water?  Art.  137. 

7.  How  high  may  water  be  raised  by  the  forcing  pump  ? Art. 
138. 

8.  Describe  a Siphon,  and  tell  when  it  may  be  used  with  ad- 
vantage. Art.  139. 


NATURAL  PHILOSOPHY. 


161 


9.  Explain  the  principle  and  action  of  the  Siphon.  Art.  139. 

10.  Describe  the  Siphon  of  constant  flow.  Art.  139. 

BUOYANCY  OF  THE  ATMOSPHERE. 

1.  Describe  the  principle  of  the  Baroscope  and  its  use.  Art. 
140. 

2.  Give  the  law  of  buoyancy ^ and  tell  when  a body  will  rise  in 
the  air.  Art.  140. 

3.  Describe  a Balloon  and  its  use.  Art.  141. 

4.  What  can  you  say  of  the  history  of  ballooning?  Art.  141. 

5.  With  what  are  balloons  filled?  Tell  how  they  are  filled. 
Art.  142. 

6.  How  is  the  ascensional  power  regulated?  Art.  142. 

7.  What  is  the  use  of  the  barometer?  Art.  142. 

8.  Describe  a Parachute  and  its  use.  Art.  143. 

9.  Mention  some  remarkable  balloon  ascensions.  Art.  144. 

10.  Describe  the  uses  of  balloons.  The  great  American  voy- 
age. Art.  144. 

ACOUSTICS. 

1.  Define  Acoustics.  Sound.  What  is  its  cause?  Art.  145, 
146. 

2.  How  is  sound  transmitted?  What  is  a sonorous  body? 
•Art.  146. 

3.  What  is  a medium  ? Explain  the  vibrating  cord.  Art.  146. 

4.  How  is  sound  imparted  to  the  auditory  nerve?  Art.  148. 

5.  Explain  how  two  sound  waves  produce  silence.  Art.  148. 

6.  What  can  you  say  of  sound  in  vacuiio?  Why?  Art.  149. 

7.  What  can  you  say  of  the  propagation  of  sound  in  liquids 
and  solids?  Art.  150. 

8..  How  is  it  shown  that  the  earth  transmits  sound?  Art.  151. 

9.  What  is  the  velocity  of  sound?  Art.  151. 

10.  Do  all  sounds  travel  with  equal  velocity?  Art.  152. 

11.  Explain  the  reflection  of  sound.  What  is  an  echo  ? Art. 
154. 

12.  Explain  the  causes  of  echoes.  What  is  a Eesonance? 
Art  T -^5. 


162 


THE  COMPLETE  EXAMINER. 


13.  State  the  causes  that  modify  the  intensity  of  sound.  Art. 
157. 

14.  How  does  wind  modify  sound  ? Art.  157. 

15.  What  effect  has  a tube  on  sound?  Art.  158. 

16.  Describe  a Speaking  Trumpet.  Art.  159. 

17.  What  is  the  difference  between  an  Ear  and  speaking  trum- 
pet? Art.  160. 

MUSICAL  sounds! 

1.  Define  a Musical  Sound.  A noise.  Art.  161. 

2.  What  does  Pitch  depend  upon?  Art.  162. 

3.  What  can  you  say  of  the  limits  of  Audible  Sounds  ? Art. 

163. 

4.  What  is  a musical  scale  ? Gamut  ? Why  so  called  ? Art. 

164. 

5.  Define  an  Interval.  A third.  Fourth.  An  octave.  An 
Accord.  Art.  165. 

6.  Define  a Consonance.  Dissonance.  Perfect  accord.  Art. 

165. 

7.  Describe  a tuning  fork.  Its  use.  Art.  166. 

8.  Of  what  are  musical  cords  made  ? Art.  1 67. 

9.  State  the  First  and  Second  laws  governing  vibrations.  Art. 
168. 

10.  Give  the  third  and  fourth  laws  governing  vibrations.  Ai^ 
168. 

11.  How  can  you  verify  the  preceding  laws?  Art.  169. 

12.  Describe  a Sonometer  and  its  use.  Art.  169. 

13.  Upon  what  principles  are  stringed  instruments  made? 

14.  What  can  you  say  of  sound  from  pipes?  Art.  170. 

15.  Of  pipes  with  fixed  mouth-pieces  ? Art.  172. 

16.  Describe  a Reed  and  some  of  the  Reed  instruments.  Art. 

173. 

17.  Describe  the  Bellows  used  with  wind  instruments.  Art. 

174. 

18.  Explain  the  different  wind  instruments.  Art.  175. 


NATURAL  PHILOSOPHY. 


163 


HEAT. 

1.  Define  Heat.  Cold.  Explain  the  theories  of  heat.  Art. 
177. 

2.  Describe  the  general  ejffect  of  heat  on  solids.  Art.  178. 

3?  How  is  the  expansion  in  volume  shown?  Art.  179. 

4.  What  can  you  say  of  the  expansion  of  bodies  by  heat  ? 
Art.  179. 

5.  Is  there  any  valuable  use  made  of  expansion  and  contrac- 
tion? Art.  179. 

6.  Define  sensible  heat.  Latent  heat.  Temperature.  Art. 
180. 

7.  On  what  principle  is  a thermometer  constructed?  Art.  181. 

8.  Describe  the  best  thermometer  in  use.  Art.  181. 

9.  Describe  the  process  of  making  a thermometer.  Art.  182. 

10.  Describe  the  mode  of  graduation.  Ark  183. 

11.  Describe  the  three  principal  scales  in  use.  Art.  184. 

12.  Explain  the  method  of  converting  readings  from  one  scale 
to  another.  Art.  185. 

13.  How  does  the  alcohol  differ  from  the  mercurial  thermome- 
ter? Art.  186. 

14.  Give  some  Rule8  for  using  thermometers.  Art.  188. 

15.  Describe  the  two  forms  of  Differential  Thermometers. 
Art.  189. 

16.  Describe  a Pyrometer  and  its  principle.  Art.  192. 

RADIATION  OF  HEAT. 

1.  How  does  it'appear  that  heat  may  be  transmitted  through 
space?  Art.  193. 

2.  State  and  explain  the  Laws  of  Radiant  heat.  Art.  194. 

3.  Explain  the  mutual  exchange  of  heat  between  bodies.  Art. 
195. 

REFLECTION  OF  HEAT. 

1.  Define  reflection  of  heat.  Point  of  Incidence.  Incident 
ray.  Art.  196. 

2.  Define  a reflected  ray.  What  are  the  angles  of  incidence 
and  reflection  ? 


1G4 


THE  COMPLETE  EXAMINER. 


3.  Give  the  laws  which  govern  the  reflection  of  heat.  Art. 
197. 

4.  Explain  the  principles  of  the  concave  mirror.  Art.  198. 

5.  What  can  you  say  of  the  reflecting  power  of  difierent  sub- 
stances.^ Art  199. 

6.  Explain  Leslie’s  method  of  determining  the  absorbing  power 
of  bodies.  Art.  200. 

7.  Explain  the  Emission  Power  of  a body.  Art  201. 

8.  State  the  causes  which  modify  the  reflecting  power  of  bodies. 
Art  202. 

9.  Illustrate  the  preceding  principles  by  examples.  Art.  203. 

10.  What  can  you  say  of  the  Conductibility  of  solid  bodies  ? 
Art  204. 

11.  State  the  principle  in  heating  liquids.  Art.  205. 

12.  Are  liquids  and  gases  good  or  bad  conductors?  Art.  206. 

13.  How  are  liquids  and  gases  heated?  Art.  205. 

14.  Give  some  applications  of  the  preceding  principles.  Art. 
207. 

15.  State  the  laws  of  expansion  of  solids,  liquids  and  gases. 
Art  208. 

16.  Give  some  examples  illustrating  the  above  laws.  Art.  209. 

17.  Which  is  the  most  easily  broken,  a thick  glass  or  a thin 
one  ? Why  ? Art  209. 

18.  What  effect  has  heat  on  a pendulum?  Art.  210. 

19.  Explain  the  theory  and  construction  of  Harrison’s  Gridiron 
Pendulum.  Art  210. 

20.  Why  are  liquids  more  expansible  than  solids'^  Art  211. 

21.  At  what  Temperature  has  water  the  greatest  density? 
Art  212. 

22.  What  blessing  flows  from  this  exception  to  the  general  law  ? 
Art  212. 

23.  State  the  law  of  expansion  of  gases.  Art.  213. 

24.  Give  some  general  examples  in  the  applications.  Art.  214. 

25.  On  what  does  the  density  of  a gas  depend?  Art  215. 

26.  Define  Fusion,  and  tell  when  it  takes  place.  Art  216. 

27.  Define  latent  heat.  Sensible  heat  Congelation.  Art. 
217,  218. 


NATURAL  PHILOSOPHY. 


165 


28.  What  is  Crystalization  ? Give  examples.  Art.  219. 

29.  What  is  a freezing  mixture?  Give  an  example.  Art.  220. 

30.  What  is  vaporization?  Condensation?  Give  example. 
Art.  221. 

31.  Which  is  the  most  important  vapor?  Art.  221. 

32.  Describe  volatile  and  fixed  liquids.  Art.  221. 

33.  What  can  you  say  of  evaporation  under  pressure  ? Art. 

222. 

34.  Why  does  a chestnut  snap  when  roasted  ? Art.  222. 

35.  Why  do  vapors  escape  from  the  surface  of  liquids  ? Art. 
223. 

36.  When  does  vapor  cease  to  form  ? Example.  Art.  224. 

37.  When  is  space  saturated  with  vapor  ? Example.  Art. 
225. 

38.  State  the  causes  that  accelerate  evaporation.  Art.  226. 

39.  Define  Ebullition.  Give  examples.  Art.  227. 

40.  Give  the  causes  that  modify  the  boiling  point  of  liquids. 
Art.  228. 

41.  What  effect  has  the  nature  of  the;  vessel  on  ebullition  ? 
Example.  Art.  227. 

42.  Explain  the  principle  of  Papin’s  Digester.  Art.  229. 

43.  What  causes  explosions  of  steam-boilers  ? Art.  229. 

44.  Explain  Dalton’s  apparatus  for  measuring  the  tension  of 
vapors.  Art.  230. 

45.  What  is  latent  heat  of  vaporization?  Art.  231. 

46.  Give  examples  of  cold  produced  by  heat  becoming  latent. 
Art.  232. 

47.  Why  does  evaporation  produce  cold  in  surrounding  bodies  ? 
Art.  233. 

48.  Explain  the  experiment  with  sulphurous  acid.  Art.  233. 

49.  Can  mercury  be  frozen  ? How  ? Art.  233. 

50.  State  what  you  can  in  regard  to  condensation  of  vapor. 
Art.  234. 

51.  What  degree  of  heat  is  required  for  distillation  ? Art.  237. 

52.  Define  an  Alembic,  and  tell  how  distillation  is  effected? 
Art.  238. 

53.  How  are  gases  liquefied  ? Art.  239. 


166 


THE  COMPLETE  EXAMINER. 


54.  Explain  the  apparatus  and  process  of  liquefying  carbonic 
acid.  Art.  239- 

55.  How  do  you  compare  bodies  with  respect  to  specific  heat  ? 
Art.  240. 

56.  Define  a Hygrometer.  Illustrate.  Art.  241. 

57.  Under  what  circumstances  does  the  quantity  of  moisture  in 
the  air  vary  ? Art.  242. 

58.  Explain  the  Hygroscope  and  its  use.  Art.  243. 

59.  Explain  the  principle  of  the  hair  Hygrometer.  Art.  244. 

60.  What  is  meant  by  the  hygrometric  state  of  the  atmosphere  ? 
Art.  245. 

61.  Explain  how  dew,  fogs,  clouds  and  rain  are  formed.  Art. 
240. 

62.  Define  frosty  snow^  hail  and  winds.  Art.  249,  250. 

63.  What  are  the  causes  of  winds?  Regular?  Periodic? 
Variable?  Art.  252. 

64.  Define  an  anemometer,  and  give  the  velocity  of  winds. 
Art.  254. 

65.  What  are  the  sources  of  heat  ? Art.  255. 

66.  What  are  the  causes  of  cold?  Illustrate.  Art.  256. 

OPTICS. 

1.  Define  optics.  Sight.  Explain  the  two  theories  of  light. 
Art.  257-259. 

2.  What  are  the  principal  sources  of  light?  Art.  260. 

3.  Define  Opaque  and  Transparent  bodies.  Art.  261. 

4.  Explain  the  phenomenon  of  Absorption.  Cause.  Art.  262. 

5.  What  is  a ray  of  light  ? Pencil  and  Beam  of  light  ? Art. 
263. 

6.  What  is  the  velocity  of  light?  By  whom  determined? 
Art.  264. 

. 7.  How  does  the  intensity  of  light  vary  with  the  distance? 
Art.  265. 

8.  Describe  the  Photometer  and  its  use.  Art.  265. 

9.  What  can  you  say  of  the  Reflection  of  Light  ? Give  ex- 
amples. Art.  266. 

10.  Give  and  explain  the  laws  of  reflection.  Art.  268. 


NATURAL  rniLOSOrHY. 


167 


1 1 . What  are  mirrors  ? How  are  images  formed  by  plane  re- 
flectors? Art.  272. 

12.  Explain  the  Nature  of  the  images  formed.  Art.  273. 

13.  What  is  a curved  mirror ?*  Concave ? Convex  mirror? 
Art.  277. 

14.  Describe  the  principal  focus  of  a concave  mirror.  Art. 
278. 

15.  What  are  conjugate  Foci?  Radiant?  Art.  279. 

16.  What  can  you  say  of  the  formation  of  images  by  concave 
reflectors?  Art.  280. 

17.  Of  the  formation  of  images  by  convex  reflectors  ? Art.* 
283. 

REFRACTION. 

1.  Explain  refraction  and  its  cause.  Art.  284. 

2.  Give  and  explain  the  laws  of  refraction.  Art.  286. 

3.  Explain  the  method  of  proving  refraction  experimentally. 

4.  Explain  some  of  the  phenomena  of  refraction.  Art.  289. 

5.  Why  does  a fish  seem  higher  in  water  than  he  is?  Art.  289. 

6.  Explain  the  phenomenon  of  total  reflection.  Art.  290. 

7.  On  what  principle  do  you  explain  the  mirage?  Art.  291. 

8.  Define  and  explain  a prism.  What  effect  has  it  on  light  ? 
Art.  293. 

9.  Explain  the  course  of  a ray  through  a prism.  Art.  294. 

10.  Which  way  is  the  ray  bent?  What  is  a Lens?  Art.  295. 

11.  How  many  kinds,  and  of  what  are  lenses  made  ? Art.  296. 

12.  Name  and  describe  the  six  kinds  of  lenses.  Art.  297. 

13.  Where  are  the  centres  of  curvature  of  a double  convex 
lens?  Art.  297. 

14.  Describe  the  principal  Focus  and  focal  distance.  Art.  299. 

15.  Explain  the  action  of  a convex  lens  on  sight.  Art.  298. 

16.  Explain  the  conjugate  foci  and  the  laws.  Art.  300. 

17.  Explain  the  formation  of  an  image  by  a lens.  Art.  301. 

18.  How  does  the  size  of  the  image  compare  with  that  of  the 
object  in  different  cases?  Art.  301. 

19.  What  kind  of  images  are  formed  by  convex  lenses?  Art. 
302. 

20.  Explain  the  principle  of  Burning  glasses.  Art.  303. 


168 


THE  COMPLETE  EXAMINER^ 


21.  Describe  a Light-House.  Art.  304. 

22.  Explain  the  reflectors  used  by  Fresnel.  Art.  304. 

23.  Define  a Solar  spectrum.  Dispension.  Art.  305. 

24.  Explain  how  a Prism  acts  to  scatter  rays.  Art.  305. 

25.  Give  the  colors  of  the  spectrum  in  their  order.  Art.  305. 

26.  What  are  heat  and  actinic  rays?  Art.  305. 

27.  What  are  simple  colors?  Why  so  called?  Art.  306. 

28.  Explain  how  the  rays  of  light  may  be  reunited.  Art.  308. 

29.  From  what  does  the  color  of  a body  arise?  Art.  309. 

30.  What  is  Newton’s  Theory  of  the  colors  of  bodies  ? Art. 
*309. 

31.  What  are  complementary  colors?  What  is  the  comple- 
ment? Art.  311. 

32.  What  is  an  accidental  image  ? Explain  the  images  of  the 
Sun.  Art.  312. 

33.  Explain  the  effect  of  looking  at  different  colored  cloths. 
Art.  312. 

34.  Explain  the  Rainbow.  Primary  and  Secondary.  How 
formed?  Art.  313. 

35.  What  is  Chromatic  aberration?  Achromatic  combina- 
tions? Art.  315. 

OPTICAL  INSTRUMENTS.* 

1.  What  are  some  of  the- most  useful  optical  instruments? 
Art.  316. 

2.  What  is  a Telescope?  How  many  classes' are  there?  Art. 
317. 

3.  What  is  the  difference  between  the  two  classes?  Art.  317. 

4.  Describe  the  Galilean  Telescope.  Explain  the  course  of 
the  rays  in  it.  Art.  318. 

5.  Describe  the  Astronomical  Telescope,  and  the  course  of  the 
rays  in  it.  Art.  319. 

6.  What  is  the  difference  between  the  Terrestrial  and  Astro- 
nomical Telescopes  ? Art.  320. 

7.  Describe  the  Reflecting  Telescope  and  the  Newtonian  Tele- 
scope. Art.  322. 

8.  Describe  Herschefs  and  Lord  Ross’s  Telescope.  Art.  323, 
824. 


NATURAL  PHILOSOPHY. 


169 


MICROSCOPES. 

1.  What  is  a microscope?  How  constructed?  Art.  325. 

2.  How  is  the  magnifying  power  determined?  Art.  326. 

3.  Explain  the  principle  and  construction  of  a compound  mi- 
croscope. Art.  327. 

4.  Describe  the  Magic  Lantern,  and  method  of  using  it.  Art. 
328. 

5.  How  does  the  Phantasmagoria  di10fer  from  the  magic  Lan- 
tern? Art.  329. 

6.  What  is  the  polyrama  ? What  is  the  Photo-Electric  Micro- 
scope? Art.  331. 

7.  How  is  the  circulation  of  the  blood  shown?  Art.  331. 

8.  Describe  the  Solar  Microscope.  The  Diorama.  Art.  332. 

9.  Describe  Camera  Obscura.  For  what  is  it  used?  Art. 
333. 

10.  How  are  the  images  made  erect?  Art.  334. 

11.  What  is  the  most  important  application  of  the  camera? 

Art.  336.  • 

12.  Give  a sketch  of  the  history  and  use  of  the  Daguerreotype. 
Art.  336. 

13.  Explain  the  difference  between  Photography  and  Daguer- 
reotyping.  Art.  338. 

STRUCTURE  OF  THE  EYE. 

1.  Of  what  is  the  Eye  composed?  Use  and  optical  properties? 
Art.  339. 

2.  Describe  the  eye  in  all  its  parts.  The  mechanism  of  vision. 
Art.  340. 

3.  What  is  the  average  limit  of  distinct  vision?  Art.  341. 

4.  Why  is  a person  short-sighted?  Long-sighted?  Art.  341. 

5.  How  are  these  defects  remedied  ? Art.  342. 

6.  Explain  how  we  are  enabled  to  see  clearly  with  two  eyes. 
Art.  342. 

7.  Explain  the  theory  and  construction  of  the  stereoscope. 
Art.  343. 

MAGNETISM. 

1,  Define  magnetism  as  a science.  A magnet.  Art.  345. 

8 


170 


THE  COMPLETE  EXAMINER. 


2.  How  many  kinds  of  magnets  are  there?  Describe  each. 
Art.  345. 

3.  What  remarkable  property  does  the  magnet  possess  ? Art. 
345. 

4.  Where  is  the  strongest  attraction  ? How  shown?  Art.  346. 

5.  What  are  poles  ? Equator  ? Give  the  Theory  of  magnets. 
Art.  347. 

6.  What  other  theory  is  there  ? Describe  the  magnetic  action 
of  the  earth.  Art.  347. 

7.  State  the  laws  of  attraction  and  repulsion.  Art.  348. 

8.  What  are  magnetic  bodies  ? Magnetized  bodies?  Art.  349. 

9.  Illustrate  by  examples.  Explain  the  magnetic  swan.  Art. 
349. 

10.  What  is  coercive  force?  How  is  it  in  different  bodies? 
Art.  350. 

DIRECTIVE  FORCE  OP  MAGNETS. 

1.  What  direction  does  a free  magnet  take?  Art.  351. 

2.  How  is  a needle  balanced  ? Is  there  any  other  way  ? Art. 
351. 

3.  Why  has  the  earth  been  regarded  as  a magnet?  Art.  351. 

4.  Describe  the  magnetic  meridian.  Declination  of  the  needle. 
Art.  352. 

5.  What  is  the  annual  variation  ? Perturbations  ? Elustrate. 
Art.  352. 

6.  What  is  a Compass?  Describe  it.  What  is  its  use?  Art. 

353. 

7.  How  is  the  compass  needle  prevented  from  dipping?  Art. 

354. 

8.  What  substances  can  be  permanently  magnetized?  Art. 

355. 

9.  How  are  bars  of  steel  magnetized?  Explain  the  method 
of  single  touch.  Art.  356. 

10.  Describe  a bundle  of  magnets.  An  Armature.  Art.  357. 

11.  What  are  the  advantages  of  the  horse-shoe  magnet?  Art. 
357. 


NATURAL  PHILOSOPHY.  171 

ELECTRICITY. 

1.  Define  Electricity  as  a science.  Whence  the  name?  Art. 

358.  ‘ , 

2.  What  can  you  say  of  the  history  of  electrical  discoveries  ? 
Art.  359. 

3.  What  are  the  principal  sources  of  electricity?  Art.  360. 

4.  Describe  the  Electroscope.  The  Electrical  Pendulum. 
Art.  361. 

5.  How  is  it  shown  that  there  are  two  kinds  of  electricity? 
Art.  362. 

6.  Explain  fully  the  Hypothesis  of  the  two  Electrical  fiuids. 
Art.  363. 

7.  State  the  laws  of  electrical  attraction  and  repulsion.  Art. 
364. 

8.  Describe  Conductors  and  Insulators.  Best  conductors. 
Art.  365. 

9.  Give  the  method  of  electrifying  bodies.  Art.  366. 

10.  Where  is  the  electricity  of  a body  found?  Art.  367. 

11.  What  effect  has  the  form  of  a body?  Power  of  points? 
Art.  368. 

12.  Describe  Induction.  How  is  an  insulated  body  affected  by 
Induction?  Art.  369. 

13.  Describe  an  Electrical  Machine.  When  and  by  whom  in« 
vented?  Art.  370. 

14.  Explain  the  operation  of  the  machine.  Precautions  in 
using  it.  Art.  373. 

15.  Describe  the  Electrophorous  and  its  use.  The  Gold-leaf 
Electrometer  and  its  use.  Art.  375. 

16.  What  is  an  electrical  spark?  How  obtained?  Art.  377. 

17.  How  is  a spark  given?  Describe  an  Electrical  Stool. 
Art.  378. 

18.  Describe  an  Electrical  chime.  Electrical  Puppet.  Wheel. 
Art.  381. 

19.  Explain  the  Electrical  Egg.  Square.  Cannon.  Their 
use.  Art.  384. 

20.  Describe  the  Electrical  Condenser  and  its  use.  Art.  387. 


172 


THE  COMPLETE  EXAMINER. 


21.  Describe  the  ways  in  which  a condenser  may  be  discharged. 
Art.  388. 

22.  Describe  the  Discharger  and  its  use.  The  Leyden  Jar. 
Art.  39C. 

23.  Describe  the  Electrical  Battery.  How  charged  and  dis- 
charged. Art.  391. 

24.  Describe  the  condensing  Electrometer  and  its  use.  Art. 

393. 

25.  What  are  the  physiological  effects  of  Electricity?  Art. 

394. 

26.  What  are  some  of  the  mechanical  effects  of  Electricity? 
Art.  395. 

27.  Explain  the  heating  power  of  Electricity.  Art.  396. 

28.  Who  first  showed  the  identity  of  lightning  and  electricity  ? 
Art.  397. 

29.  What  is  Atmospheric  electricity?  Lightning?  Thunder? 
Art.  399. 

30.  Describe  the  effects  of  the  thunderbolt,  and  means  of  safe- 
ty. Art.  402. 

31.  Describe  Electrical  meteors.  Hail.  Tornado.  Art.  407. 

32.  Describe  a Lightning-rod  and  the  conditions  that  it  should 
fulfill.  Art.  404. 

33.  Describe  the  Aurora  Borealis.  What  is  its  origin  ? Art. 
408. 

DYNAMICAL  ELECTRICITY. 

1.  What  is  Galvanism?  Why  so  called?  What  is  Volta’s 
theory  ? Art.  410. 

2.  Describe  the  Voltaic  Pile.  What  are  the  poles?  Elec- 
trodes? Art.  412. 

3.  What  is  the  electric  current?  Chemical  Theory  of  the 
Pile?  Art.  414. 

4.  Describe  the  carbon  Pile,  and  the  effects  of  the  Galvanic 
Battery.  Art.  416. 

5.  How  may  a spark  be  obtained  from  a Battery?  Art.  417. 

6.  Describe  the  heating  and  Illuminating  effects  of  the  Battery. 
Art.  419. 


CHEMISTRY. 


173 


7.  How  is  water  decomposed  by  the  Battery?  Oxydes  and 
Salts  ? Art.  422. 

8.  Explain  the  process  of  Electrotyping.  Gilding  and  Plating. 
Art.  425. 

ELECTR  0-MAGNETISM. 

1.  What  is  the  relation  between  magnetism  and  electricity? 

• Art.  426. 

2.  Explain  the  action  of  the  electrical  current  on  the  needle. 
Art.  427. 

3.  Give  the  principles  established  by  Ampere  and  his  Theory. 
Art.  430. 

4.  Describe  the  Galvanometer.  Galvanic  Multiplier,  and  its 
use.  Art.  432. 

5.  How  is  an  Iron  bar  converted  into  a magnet  by  magnetism? 
Art.  433. 

6.  Describe  the  Electro-magnet.  The  Electrical  Telegraph. 
Art.  435. 

7.  Explain  Morse’s  Registering  Telegraph,  and  the  mode  of 
working  it.  Art.  436. 

8.  Explain  Morse’s  Manipulator,  and  Receiver  and  Alphabet, 
and  their  uses.  Art.  437. 

9.  What  can  you  say  of  Induction  by  currents,  and  the  prop- 
erties of  induced  currents.  Art.  441. 

10.  Describe  the  Physiological  effects  of  electrical  currents. 
Describe  Electrical  Fishes.  Art.  443. 


CHAPTER  XVI. 

CHEMISTRY.* 

Remark. — The  Progressive  spirit  of  the  age  has  introduced  Chemistry 
into  our  Common  Schools.  Hence  candidates  preparing  themselves  for  ex~ 
aminations  should  not  stop  short  of  a thorough  and  accurate  knowledge  of 
this  noble  Science. 

The  references  in  the  following  questions  on  Chemistry  are  to  “Wells’ 
Principles  of  Chemistry.”  Art,  stands  for  article.  Ex.  for  example.  Exp. 
for  experiment.  P.  for  page. 


*The  principal  questions  contained  in  the  first  four  Chapters  in  Chemistry  haye  been  an- 
ticipated in  the  Chapter  on  Natural  Philosophy. 


174 


THE  COMPLETE  EXAMINER. 


1.  What  is  Inorganic  Chemistry?  What  is  a Chemical  Ele- 
ment? Art.  250. 

2.  Is  any  substance  positively  known  to  be  elementary  ? Art. 
250. 

3.  What  is  the  number  of  Chemical  Elements?  Art.  251. 

4.  Into  what  two  great  classes  are  the  elements  usually  divided? 
Art.  252. 

5.  How  many  of  the  elements  are  gaseous?  How  many  liquid? 
Art.  252. 

6.  How  are  the  elements  distributed  in  nature  ? Art.  252. 

7.  In  what  condition,  are  they  found  ? Art.  252. 

S.  How  are  Compound  bodies  formed  ? Art.  252. 

9.  What  is  the  difference  between  ancient  and  modern  methods 
of  explaining  Chemical  combination  ? Art.  254. 

10.  Define  Affinity,  and  illustrate  the  characteristics  of  it. 
Art.  255. 

11.  Illustrate  the  third  and  fourth  laws  of  Chemical  Affinity. 
Art.  255. 

12.  Is  the  force  of  Affinity  always  the  same?  How  shown? 
Art.  255. 

13.  Is  matter  under  any  circumstances  ever  destroyed  ? Art. 
255. 

14.  Under  what  circumstances  will  combination  occur?  Art. 

255. 

15.  Define  Catalysis.  Illustrate  by  an  example.  Art.  255. 

16.  What  is  understood  by  the  Nascent  state?  Art.  255. 

17.  Do  substances  enter  into  combinations  in  all  proportions? 
Art.  256. 

18.  State  the  laws  which  govern  Chemical  combinations.  Art. 

256. 

19.  State  the  law  of  definite  proportions.  Illustrate.  Art. 

257. 

20.  Explain  the  law  of  multiple  proportions.  Art.  258. 

21.  Demonstrate  the  law  of  equivalent  proportions.  Art.  259. 

22.  Explain  the  law  of  substitution.  Chemical  Equivalents. 
Art.  261. 

23.  Illustrate  these  latvs  by  examples.  Art.  260. 


CHEMISTRY. 


17o 


24.  May  the  numbers  expressing  equivalents  be  varied  and 
changed?  Art.  261. 

25.  What  is  the  unit  of  comparison  in  England  and  the  United 
States?  Art.  261. 

26.  Explain  the  law  of  combination  by  fixed  equivalents.  Art. 
261. 

27.  Explain  equivalent  volumes.  Art.  262. 

28.  On  what  Theory  is  Chemical  combination  explained  ? 
Art.  263. 

29.  How  is  the  doctrine  of  equivalent  proportions  explained  by 
the  Atomic  Theory?  Art  263. 

30.  Is  there  a relation  between  the  atomic  weight  of  an  ele- 
ment and  its  capacity  for  heat  ? Art.  264. 

CHEMICAL  NOMENCLATURE  AND  SYMBOLS. 

1.  What  three  great  classes  of  substances  are  recognized  by 
Chemists?  Art.  263. 

2.  Define  an  Acid.  Give  an  example.  What  are  Bases? 
Example.  Art.  265. 

3.  Define  an  Alkali.  Example.  What  are  Salts  ? Example. 
Art.  265. 

4.  How  may  the  properties  of  the  Acids  and  Alkalies  be  illus- 
trated? Art.  265. 

5.  What  is  the  difference  between  an  Acid  and  an  Alkali? 
Art.  265 

6.  What  are  Neutral  bodies  ? Give  example.  Art.  266. 

7.  What  is  the  origin  of  Chemical  Nomenclature?  Art.  267. 

8.  Explain  the  Nomenclature  of  the  elements.  Art.  268. 

9.  What  are  binary  compounds  Ternary"^  Give  example. 
Art.  269. 

10.  What  are  the  compounds  of  Oxygen  called?  Chlorine, 
&c.  ? Art.  269. 

11.  What  is  a Protoxyd?  Binoxyd?  Give  example.  Art. 

269. 

12.  How  are  Acid  compounds  of  Oxygen  named?  Art.  269. 

13.  How  are  the  different  acid  compounds  distinguished  ? Art. 

270. 


176 


THE  COMPLETE  EXAMINER. 


14.  How  are  Salts  named?  Give  examples.  Art.  271. 

15.  What  do  the  prefixes  hypo  and  hyper  designate?  Art. 
271. 

1 6.  What  two  classes  of  Salts  have  been  reorganized  in  Chem- 
istry? Art.  271. 

17.  Why  are  symbols  used  in  Chemistry?  Art.  272. 

18.  Explain  the  symbols  of  Elements.  Art.  273. 

19.  Explain  the  symbols  of  Compounds.  Art.  273. 

20.  What  are  dernical  formulse?  Art.  274. 

21.  How  is  the  composition  of  Salts  indicated  by  symbols? 
Art.  274. 

22.  What  constituent  is  placed  first?  Art.  274. 

23.  Write  out  the  proper  symbols  of  Nitre. 

24.  What  are  Reactions  and  Reagents  ? Art.  275. 

25.  Explain  Isomerism.  Give  example.  Art.  276. 

26.  Explain  Alstrophism.  Give  example.  Art.  277. 

27.  Write  out  Marble  by  the  proper  symbols. 

28.  Write  out  Alcohol  by  the  proper  symbols. 

29.  Write  out  Chloroform  by  the  proper  symbols. 

30.  Spell  Sugar,  Chemically. 

NON-METALLIC  ELEMENTS. 

1 . How  are  the  elements  divided  ? Is  this  a natural  division  ? 
Art.  278. 

2.  How  many  Metalloids  are  there  ? Name  them.  Art.  278. 

3.  What  are  the  characteristics  of  the  metalloids?  Art.  278. 

4.  When  and  by  whom  was  Oxygen  discovered?  Art.  279. 

5.  What  can  you  say  of  the  importance  and  distribution  of 
Oxygen  ? Art.  280. 

6.  How  is  Oxygen  usually  procured?  Give  an  example.  Art. 
281. 

7.  Describe  the  method  of  generating  Oxygen  from  Chlorate 
of  Potassa.  Art.  281. 

8.  Why  do  you  mix  Manganese  with  the  Chlorate  of  Potassa? 
Art.  281. 

9.  What  is  the  chemical  reaction  in  this  experiment?  Art.  281 

10.  Do  plants  evolve  oxygen?  What  experiment  proves- this? 
Art.  281. 


CHEMISTRY. 


177 


11.  What  are  the  properties  of  oxygen  ? Illustrate.  Art.  282. 

12.  Explain  the  action  of  oxygen  on  other  substances. 

13.  What  is  spontaneous  combustion? 

14.  Why  do  leaves,  wood  and  fruit  decay?  Art.  282. 

15.  What  is  a supporter  of  combustion  ? A combustible  body? 
Art.  282. 

16.  Why  do  you  usually  apply  heat  to  cause  combustion  to 
commence?  Art.  282. 

17.  What  analogy  is  there  between  combustion  and  respiration? 
Art.  283. 

18.  How  may  iron  wire  be  burned?  Explain.  Art.  282. 

19.  What  effect  has  pure  oxygen  on  animal  life?  Art.  284. 

20.  Illustrate  the  various  conditions  under  which  oxygen  exists 
in  combination.  Art.  285. 

21.  What  is  Ozone?  By  whom  discovered?  Art.  287. 

22.  How  may  Ozone  be  obtained  ? Art.  287. 

23.  How  is  Ozone  proved  to  be  simply  modified  oxygen?  Art 
287. 

24.  What  can  you  say  of  the  daily  consumption  of  oxygen? 
Art.  288. 

25.  What  is  said  of  the  nianagement  of  gases  ? Arl.  289. 

26.  What  precautions  are  necessary  in  collecting  gases? 

27.  How  may  gases  be  transferred  from  one  vessel  to  another? 
Art.  289. 

28.  Describe  Gasometers.  How  constructed  ? Art,  290. 

29.  What  effect  will  oxygen  have  on  the  red  wick  of  a candle? 

30.  Explain  iron  rust  and  the  burning  of  a candle. 

HYDROGEN. 

1.  Give  the  history  of  Hydrogen,  the  symbol  and  density. 
Art.  291. 

2.  How  is  hydrogen  obtained  in  the  greatest  purity  ? Art.  293^ 

3.  Why  does  the  Blacksmith  sprinkle  his  fires  with  water? 
Art.  293. 

4.  What  are  the  properties  of  hydrogen?  Art.  294. 

5.  What  is  said  of  the  lightness  of  hydrogen  ? Art.  294. 

6.  What  is  said  of  the  inflammability  of  hydrogen  ? Art.  295. 


178 


THE  COMPLETE  EXAMINER. 


7.  Will  oxygen  and  hydrogen  unite  of  their  own  accord  ? Art. 
296. 

8.  What  are  the  best  explosive  mixtures  of  oxygen  and  hydro- 
gen? Art.  296. 

9.  Explain  the  hydrogen  gun.  Art.  296. 

10.  What  is  said  of  the  heating  effects  of  the  hydrogen  flame? 
Art.  299. 

11.  Describe  the  oxy hydrogen  blow  pipe.  Art.  300. 

12.  Describe  the  Drummond  light.  Art.  301. 

13.  What  is  said  of  the  nature  of  hydrogen?  Art.  302. 

14.  What  compounds  does  hydrogen  form  with  oxygen?  Art. 
303. 

15.  What  is  the  composition  of  water?  How  formed?  Art. 
305. 

16.  Describe  the  Eudiometer.  Give  the  history  of  water. 
Art.  306. 

17.  What  are  the  properties  of  water?  Art.  307. 

18.  What  can  you  say  of  the  purity  of  water?  Art.  310. 

19.  What  can  you  say  of  spring  waters?  Mineral  springs? 
Art.  312. 

20.  Of  Saline  Springs  ? Thermal  Springs  ? Kiver  Water  ? 
Art.  314. 

21.  Why  is  the  sea  salt  ? Art.  316. 

22.  What  can  you  say  of  the  relative  fitness  of  waters  for  use  ? 
Art.  317. 

23.  Describe  hard  water.  Soft  water. 

24.  How  may  the  presence  of  air  in  water  be  demonstrated  ? 
Art.  320. 

25.  How  may  absolutely  pure  water  be  obtained  ? Art.  320. 

26.  What  can  you  say  of  the  solvent  properties  of  water? 
Art.  321. 

27.  Of  the  chemical  properties  of  water?  Art.  322. 

28.  What  is  a hydrate  ? An  anhydrous  body  ? Art.  322. 

29.  Describe  peroxide  or  binoxide  of  hydrogen.  Art.  323. 

30.  How  is  it  formed,  and  what  are  its  properties  ? Art.  323. 

^ ‘ 


CHEMISTRY. 


179 


NITROGEN. 

1.  What  is  the  history  of  Nitrogen?  Its  nature  and  distribu- 
tion? Art.  324. 

2.  What  plants  contain  it  in  greatest  abundance?  Art.  325. 

3.  How  is  Nitrogen  obtained  ? What  are  its  properties  ? Art. 
325. 

4.  What  can  you  say  of  the  combination  of  nitrogen  ? Art. 

327. 

5.  What  peculiarity  has  nitrogen  in  composition  ? Art.  328. 

6.  What  is  said  of  nitrogen  in  the  animal  system  ? Art.  328. 

7.  What  is  said  of  the  elementary  character  of  nitrogen  ? Art. 

328. 

THE  ATMOSPHERE. 

1.  How  was  air  regarded  by  the  ancients?  Art.  329. 

2.  When  was  the  existence  of  separate  gases  first  determined? 
Art.329. 

3.  What  is  the  composition  of  the  air  ? Art.  330. 

4.  In  what  condition  do  oxygen  and  nitrogen  exist  in  the  air  ? 
Art.  330. 

5.  What  is  the  proportion  of  Carbonic  Acid  in  the  air  ? Art. 
330. 

6.  What  is  said  of  the  uniformity  of  the  condition  of  the  at- 
mosphere? Art.  330. 

7.  How  much  Ammonia  is  there  in  the  air?  Art.  330. 

8.  What  office  does  Nitrogen  appear  to  sustain  in  the  atmos- 
phere ? Art.  330. 

9.  What  is  the  magnetic  condition  of  the  atmosphere  ? Art. 
330. 

10.  How  is  air  analyzed  ? How  are  its  elements  determined  ? 
Art.  331. 

11.  Describe  an  Aspirator.  Art.  331. 

12.  How  may  compounds  of  oxygen  and  nitrogen  exist?  Art. 
332. 

13.  Describe  Nitric  Acid.  Write  the  symbols  for  it.  Art.  333. 

14.  Describe  its  history,  distribution  and  preparation.  Art. 
334-336. 


180 


THE  COMPLETE  EXAMINER. 


15.  What  circumstances  led  to  its  discovery?  Art.  f>36. 

16.  Give  the  properties  of  Nitric  Acid.  What  effect  has  light 
upon  it  ? Art.  337. 

17.  Describe  its  chemical  character.  How  does  it  act  upon 
vegetable  fibres  ? Art.  338. 

18.  Describe  the  action  of  Nitric  acid  on  the  metals.  Art.  339. 

19.  Describe  the  composition  of  Nitrates.  Art.  340. 

20.  What  does  N.  O.  stand  for?  Mention  its  nature.  Art. 
341. 

21.  How  is  protoxyd  of  Nitrogen  prepared?  Give  its  prop- 
erties. Art.  343. 

22.  Describe  NOg.  Name  its  properties.  How  prepared. 
Art.  345. 

23.  Name  and  describe  NO3. — NO^. — NO 5.  Art.  346,  347. 

24.  Is  Hyponitrous  Acid  a vapor  or  liquid  ? Art.  346. 

25.  What  are  the  properties  of  Peroxyd  of  Nitrogen?  Art 
347. 

CHLORINE. 

1.  Give  the  history  of  Chlorine.  Distribution.  Art.  348. 

2.  How  is  it  prepared  ? Give  its  properties.  Art.  350. 

3.  What  precautions  are  to  be  observed  in  its  preparations  ? 
Art.  350. 

4.  What  is  the  density  of  Chlorine?  Can  it  be  liquefied? 
Art.  351. 

5.  What  combinations  does  chlorine  form  with  water?  Art. 
351. 

6.  What  are  the  relations  of  chlorine  to  combustion  ? Art.  352. 

7.  Why  does  phosphorus  burn  in  chlorine  with  feeble  light? 
Art.  352. 

8.  What  effect  does  light  have  upon  the  mixture  of  chlorine 
and  hydrogen  ? Art.  353. 

9.  What  experiment  illustrates  this  ? Art.  353. 

10.  Explain  the  theory  of  bleaching  by  chlorine.  Art.  354. 

11.  What  is  said  of  chlorine  as  a disinfecting  agent?  Art.  355. 

12.  IMentiou  the  compounds  of  Chlorine.  Art.  356. 

13.  Describe  II.  Cl. . Ttdl  liow  prepared.  Art.  357. 

14.  Explain  the  chemical  reaction  in  this  case. 


CHEMISTRY. 


181 


15.  Describe  the  Muriatic  acid  of  commerce.  Art.  360 

16.  What  is  Aqua  Regia?  How  formed?  Give  its  proper- 
ties. Art.  361. 

17.  What  is  said  of  the  oxyd  of  Chlorine?  Art.  362. 

18.  What  is  hypochlorous  acid  ? Art.  363. 

19.  Name  and  describe  CAO.  Cl.  0.,  and  give  its  properties. 
Art.  365. 

20.  Describe  Cl.  O3,  and  give  its  properties.  Art.  365. 

21.  Name  and  describe  KO.  Cl.  O5,  and  give  its  properties. 
Art.  367. 

22.  What  is  said  of  the  Chloride  of  Nitrogen?  Art.  369. 

23.  What  was  the  original  method  of  bleaching?  Art.  370. 

24.  Describe  the  present  method  of  bleaching.  Art.  370. 

25.  What  is  the  natural  state  of  cotton  fibres  ? Art.  370. 

26.  Give  the  whole  process  of  bleaching  cotton  goods.  Art. 

370. 

IODINE. 

1.  When  and  by  whom  was  Iodine  discovered?  Art.  370. 

2.  Give  its  natural  history  and  distribution  in  nature.  Art. 

371. 

3.  How  is  it  formed?  Give  its  properties.  Art.  373. 

4.  What  effect  has  Iodine  on  the  metals?  Art.  374. 

5.  What  is  the  test  of  Iodine  ? Describe  its  principal  salt. 
Art.  374. 

BROMINE. 

1.  Who  discovered  Bromine?  How  obtained?  Properties? 
Art.  375. 

2.  How  does  Bromine  act  upon  the  metals?  Art.  378. 

3.  What  are  its  uses  and  compounds  ? Art.  378. 

FLUORINE, 

1.  Describe  Fluorine.  Why  is  it  difficult  to  obtain  it?  Art. 
379. 

2.  Describe  Hydrofluoric  acid.  Tell  how  prepared.  Art.  379. 

3.  Describe  the  following  compounds : CAF.  SO3.  HO. 

CaO.  SO3.  HF. 


182 


THE  COMPLETE  EXAMINER. 


SULPHUR. 

1 . What  is  the  history  of  Sulphur  ? Art  380. 

2.  Describe  its  properties.  What  are  its  commercial  forms? 
Art  381. 

3.  What  is  its  affinity  for  other  elements  ? Art.  382. 

4.  In  what  two  forms  does  Sulphur  crystalize  ? 

5.  What  is  the  Milk  of  Sulphur?  Art  384. 

6.  Describe  the  compounds  of  Sulphur  and  oxygen.  Art.  385. 

7.  Describe  SOg,  its  production  and  properties.  Art  387. 

8.  Describe  how  SO 3 is  made  on  a large  scale.  Art.  388. 

9.  What  is  Nordhausen  Sulphuric  Acid  ? Art.  390. 

10.  Explain  the  action  of  SO  3 on  the  metals  and  fibres.  Art. 
392,  332. 

11.  Describe  SO 2 and  HS.  Giv^  their  properties.  Art  395. 

12.  Why  do  surfaces  painted  with  lead  blacken  on  exposure  to 
this  gas  ? Art.  395. 

13.  Why  are  zinc  paints,  for  many  situations,  preferable  to 
lead?  Art  395. 

14.  What  effect  has  tellurium  upon  the  animal  system?  Art. 

397. 

PHOSPHORUS. 

1.  Give  the  history  of  Phosphorus  and  its  distribution.  Art. 

398. 

2.  How  is  phosphorus  obtained?  Give  its  properties.  Art. 
401. 

3.  What  is  said  of  its  solubility  and  inflammability?  Art.  401. 

' 4.  Why  is  phosphorus  good  for  the  manufacture  of  matches  ? 

Art  401. 

5.  What  experiments  illustrate  the  characteristics  of  phospho- 
rus? Art.  401. 

G.  Describe  the  poisonous  properties  of  phosphorus.  Art.  401. 

7.  Describe  Allotropic  or  Atmospheric  phosphorus.  Art.  402. 

8.  Relate  thp  history  and  origin  of  matches.  Art.  403. 

9.  How  is  phosphoric  acid  prepared?  Art.  405, 

10.  What  ai^e  its  properties  ? Art.  405. 


CHEMISTRY. 


183 


11.  Describe  Phosphoretted  Hydrogen,  and  tell  how  it  is  pre- 
pared. Ai't.  407. 

12.  What  phenomenon  attends  its  evolution  in  air?  Art.  407. 

13.  Describe  its  properties.  Describe  the  Will  O’  the  Wisp. 
Art.  407. 

BORON. 

1.  What  is  said  of  Boron?  Its  properties?  Art.  410. 

2.  Describe  Boracic  acid.  How  is  it  collected  ? Art.  410. 

3.  What  is  a flux  ? Why  is  borax  valuable  as  a flux  ? Art. 
411. 

SILICON.  / 


1 . Relate  the  history  of  Silicon.  Is  the  pure  element  known  ? 
Art.  412. 

2.  Describe  Silica.  Quartz.  Amethyst.  Sand.  Art.  413. 

, 3.  Give  the  properties  of  each.  Art.  41 4i 

4.  What  are  examples  of  natural  silicates?  A.rt.  414. 

5.  Describe  fluosilicre  acid.  Art.  415. 


CARBON. 

1.  What  can  you  say  of  Carbon?  Its  specific  gravity?  Art. 

416. 

2.  In  what  condition  is  carbon  found  naturally?  Art.  416. 

3.  Under  what  circumstances  is  the  diamond  found?  Art.  417. 

4.  How  is  it  cut?  In  what  form  is  it  cut  for  jewelry?  ' Art. 

417. 

5.  What  is  the  origin  of  the  diamond?  Art.  417. 

6.  How  large  a diamond  has  ever  been  found?  Art.  418. 

7.  Have  any  attempts  been  made  to  manufacture  diamonds  ? 

8.  What  is  a graphite?  What  is  said  of  its' use?  Art.  419. 

9.  Describe  gas,  carbon,  mineral  coal,  its  properties.  Art.  421. 

10.  Describe  Anthracite  coal.  Coke.  Charcoal.  Art.  425. 

11.  How  is  Charcoal  formed ? Soot?  Lampblack?  Proper- 
ties of  each  ? Art.  427. 

12.  What  is  said  of  the  compounds  of  carbon  and  oxygen? 

Art.  428.  - 

13  Describe  COg.  Preparation  an^  properties.  How  solidi- 
fied? Art.  433. 


184 


THE  COMPLETE  EXAMINER. 


14.  What  are  the  properties  of  solidified  gas?  Art.  433. 

1 5.  What  are  petrifactions  ? Art.  435. 

16.  Describe  the  natural  production  of  COg*  Art.  436,  437. 

17.  Explain  the  formation  of  the  carbonates.  Art.  438. 

18.  Describe  CO.  formation  and  properties.  Art.  439. 

19.  What  is  Cyanogin?  How  prepared?  Properties?  Art. 
442. 

20.  Give  the  analysis  of  Prussiate  of  Potash  and  Prussian 
Blue.  Art.  444. 

21.  Give  the  analysis  of  Prussic  Acid  and  properties.  Art. 
447. 

22.  How  is  it  supposed  to  occasion  death  ? Art.  447. 

23.  Describe  organic  acid.  Art.  450. 

24.  What  is  light  Carburetted  hydrogen  ? Art.  452. 

25.  Describe  C^.  H^.  preparation  and  properties.  Art.  454. 

26.  How  is  illuminating  gas  made?  Coal  gas?  Art.  456. 

27.  Describe  the  whole  process  of  making  and  purifying  coal 
gas.  Art.  457,  458. 

28.  Describe  the  explosive  compounds  of  illuminating  gas. 
Art.  459. 

29.  Give  the  history  of  the  introduction  of  gas.  Art.  460. 

COMBUSTION. 

1.  What  was  the  original  supposition  concerning  fire  ? Art. 
462. 

2.  Explain  the  general  principles  of  the  phlogistic  theory. 
Art.  462. 

3.  By  what  experiment  was  the  phlogistic  theory  overturned  ? 
Art.  463. 

4.  Define  Combustion.  Supporters  of  combustion.  Art.  464. 

5.  Define  Combustibles  and  Burnt  bodies.  Art.  465. 

6.  Describe  the  difference  between  combustion  and  explosion. 
Art.  466. 

7.  What  is  the  origin  of  heat  in  combustion?  Art.  467. 

8.  Is  the  quantity  of  heat  increased  by  the  rapidity  of  combus- 
tion? Art.  469. 

9.  Is  any  matter  lost  during  combustion?  Art.  470. 


CHEMISTRY. 


185 


10.  What  are  the  ordinary  products  of  combustion  ? Art.  472. 

11.  What  good  does  blowing  the  fire  do?  Art.  473. 

12.  How  much  heat  will  a pound  of  charcoal  in  burning  evolve? 
Art.  474. 

13.  Upon  what  does  the  light  which  accompanies  combustion 
depend?  Art.  475. 

14.  Describe  flame.  Art.  475. 

15.  What  are  the  materials  for  illumination?  Art.  476. 

16.  Explain  the  combustion  of  a candle.  Art.  477. 

17.  Explain  the  structure  of  flame.  Art.  478. 

18.  What  is  essential  to  the  existence  of  flame?  Art.  480. 

19.  Explain  the  principle  of  Davey’s  safety  lamp, — not  the 
lamp.  Art.  481. 

20.  Give  the  requisites  for  an  artificial  light.  Art.  482. 

21.  Describe  the  Argand  lamp.  Art.  483. 

22.  Describe  the  Blow  Pipe.  Art.  483. 

METALIC  ELEMENTS. 

1.  What  can  you  say  of  the  abundance  of  the  metals?  Art. 

487. 

2.  What  are  the  essential  characteristics  of  the  metals?  Art. 

488. 

3.  AVhat  is  said  of  their  hardness  ? Density  ? Malleability  ? 
Ductility?  Art.  488. 

4.  Of  their  Tenacity Fusibility'?  Welding?  Volubility? 
Art.  488. 

5.  Describe  Alloys.  Amalgam.  Do  all  the  metals  crystalize  ? 
Art.  491. 

6.  Describe  the  metals  in  the  order  of  their  affinity  for  oxygen. 
Art.  492. 

7.  How  may  the  metals  be  classified  ? Art.  493. 

8.  Which  are  the  Noble  metals  ? Why  so  called  ? Art.  493. 

9.  Describe  Potassium.  Give  its  symbol.  Specific  giavity. 
Art.  494.  • 

10.  What  is  said  of  its  distribution ? Preparation?  Proper- 
ties? Art.  497. 


186 


THE  COMPLETE  EXAMINER. 


11.  Describe  KO.  How  prepared?  Properties?  Caustic 
Potassa?  Art.  499. 

12.  Describe  KO.  COg.  'KOg.  COg*  Give  the  properties 
of  each.  Art.  502. 

13.  Describe  Niter.  Give  the  symbols.  Properties.  Art. 
503,  504. 

1 4.  Describe  Gun-powder.  Symbols,  properties  and  elements. 
Art.  505. 

15.  How  is  Gun-powder  manufactured?  Art.  506. 

16.  Is  the  explosion  of  Gun-powder  instantaneous?  Art.  506. 

17.  How  is  the  goodness  of  powder  tested?  Art.  506. 

SODIUM. 

1.  Describe  Sodium.^  Where  does  it  occur  in  nature?  Art. 
506. 

2.  Describe  NaO.  HO.  Also  Na  CL,  and  give  the  properties 
of  each.  Art.  510. 

3.  Is  common  Salt  a Chemical  salt?  Why?  Art.  512. 

4.  W^hat  proportion  of  salt  exists  in  sea  water?  Art.  512. 

5.  What  can  you  say  of  the  solubility  of  salt?  Art.  512. 

6.  Say  what  you  can  of  NaO,  SOg-j-l^HO.  Art.  513. 

7.  Describe  in  detail  NaO,  COg+lOHO.  Art.  514. 

8.  Describe  a reverberatory  furnace.  Art.  514,  Note. 

• 9.  Give  the  history  and  introduction  of  Carbonate  of  Soda. 
Art.  514. 

10.  Describe  Bicarbonate  of  Soda.  Also  NaO.  NOg.  Art. 
515,  517. 

AMMONIUM. 

1.  What  Ammonium?  Give  its  symbol.  Art.  519. 

2.  Analyze  Sal-Ammoniac,  and  give  its  symbols.  Art.  520. 

3.  Describe  IJ.  H^O.  The  preparation  and  properties.  For 
what  used?  Art.  521. 

4.  Analyze  NH^S+HS.  What  are  the  properties  of  the  Al- 
kalies ? Art.  528. 

5.  Which  are  the  Alkaline  earths?  Art.  529. 


CHEMISTRY. 


187 


BARIUM  AND  STRONTIUM. 

1.  Describe  Barium  and  BaO,  and  BaCl.  Art.  530. 

2.  Describe  Strontium.  Also  SrO.  For  what  used?  Art. 
531. 

CALCIUM. 

1.  What  is  Calcium?  Its  equivalent ? Symbol?  Art.  532. 

2.  Give  the  properties  and  atomic  weight  of  CaO.  Its  use. 
Art.  533. 

3.  What  can  you  say  of  Mortars  and  Cements  ? Art.  535. 

4.  Describe  Hydraulic  Cements.  CaO.  COg.  Art.  536,  537. 

5.  How  may  the  durability  of  stone  be  tested  ? Art.  539. 

6.  Describe  in  detail  CaO,  SOg+^HO;  also  Ca,  Cl.  Art. 
540-542. 

MAGNESIUM. 

1.  Describe  Magnesium.  Where  found?  Art.  543. 

2.  Analyze  Mgo.  Give  the  symbols  and  properties  of  Epsom 
Salts.  Art.  545. 

3.  Also  of  Mgo,  COg*  Give  the  properties  of  the  alkaline 
earths.  Art.  547. 

ALUMINIUM. 

1.  Describe  Aluminium  and  its  Oxyd.  Art.  549,  550. 

2.  Describe  and  name  AlgOg.  3SO3+KO,  SO3  + 24HO. 
Art.  551. 

3.  How  is  Alum  manufactured  ? Art.  552. 

4.  How  does  Alumina  act  in  dyeing?  What  are  lakes?  Art. 
552. 

5.  What  is  Carmine ? Clay?  Art.  553,  555.  ' 

GLASS  AND  POTTERY. 

1.  What  is  Glass  ? How  made  ? Bohemian  glass  ? Art. 

557.  558. 

2.  What  is  the  composition  of  Common  white  glass?  Art. 

558. 

3.  Analyze  Green  Glass.  Flint  Glass.  Colored  glass.  Art. 

559. 

4.  Describe  Enamel.  Annealing.  Art.  561,  562. 


188 


THE  COMPLETE  EXAMINER. 


5.  Of  what  is  porcelain  made  ? For  what  is  it  used  ? Art. 
564. 

IRON. 

1.  Give  the  history  and  distribution  of  Iron,  Art.  565. 

2.  ‘Is  malleable  iron  found  in  nature  ? How  made  ? Art.  565. 

3.  How  may  chemically  pure  iron  be  obtained?  Art.  565. 

4.  Name  and  describe  the  compounds  of  iron  and  oxygen. 
Art.  566. 

5.  What  are  the  principal  ores  of  iron?  Art.  571. 

6.  Name  and  describe  Fe  82*  For  what  is  iron  used? 

7.  Describe  Cast  Iron.  The  melting  of  Iron.  Art.  577. 

8.  Describe  bar-iron.  Steel.  Give  the  properties  of  each. 
Art.  579. 

MANGANESE  AND  CHROMIUM. 

1.  What  are  the  properties  of  Manganese  ? Where  is  it  found? 
Art.  582. 

2.  Mention  the  compounds  of  Manganese.  Art.  582. 

3.  Describe  Chromium  and  all  its  compounds.  Art.  583. 

4.  Name  PbO.  CrOg.  Also  CaOg.  Art.  584,  585. 

5.  For  what  are  the  last  two  substances  used?  Art.  585. 

COBALT  AND  NICKEL. 

1.  Describe  Cobalt  and  its  oxyd.  Also  Sympathetic  Ink. 
Art.  586,  587. 

2. -  What  is  Nickel  ? Analyze  German  Silver.  Art.  588. 

ZINC  AND  CADMIUM. 

1.  Describe  Zinc.  Its  properties.  Its  equivalent.  Art.  590, 

2.  How  is  Zinc  reduced  from  its  ores  ? Art.  590. 

3.  What  is  galvanized  iron?  What  is  ZnO?  For  what  uses? 
Art.  593. 

4.  Describe  Cadmium.  Art.  594. 

LEAD  AND  TIN. 

1.  What  is  said  of  the  distribution  of  lead"^  What  is  Galena? 
Art.  595. 

2.  What  are  the  properties  of  lead?  Its  compounds?  Art. 
596. 


CHEMISTRY. 


189 


3.  What  effect  does  water  have  on  lead?  Art.  597. 

4.  What  salts  arrest  the  action  of  water  on  lead?  Art.  597. 

5.  Describe  and  name  PbO. — 2PBO.  PbOg — PbO.  COg. 
Art.  598,  599. 

6.  What  are  antidotes  to  lead  poisoning  ? Art.  600. 

7.  How  are  shot  made?  Composition?  Art.  601. 

8.  What  is  Zinc  ? The  cry  of  tin  ? What  is  putty  powder  ? 
Art.  603. 

9.  Describe  Sn  Cl.  and  Sn  Sg.  What  is  tin  plate?  Art.  605. 

10.  Analyze  Britannia  metal  and  Pewter.  How  are  pins  made? 
Art.  605. 

COPPER  AND  BISMUTH. 

1.  What  is  said  of  the  occurrence  of  Copper  in  Nature?  Art. 
606. 

2.  What  are  the  properties  of  Copper  ? Why  does  it  corrode  ? 
Art.  607. 

3.  What  is  the  best  solvent  of  Copper  ? Art.  608. 

4.  Describe  and  give  the  properties  of  CuO — CUO2 — CuO, 
SO3.  Art.  610,  611. 

5.  Analyze  CuO,  NO^.  Also  Verdigris.  Art.  612,  613. 

6.  Describe  the  characteristics  of  the  salts  of  copper.  Art. 

614. 

7.  Analyze  brass.  Gun-metal.  Bell-metal.  Bronze.  Art. 

615. 

8.  Describe  Bismuth  and  its  compounds.  Art.  616. 

ANTIMONY  AND  ARSENIC. 

1.  What  can  you  say  of  Antimony,  its  use  and  properties? 
Art.  618. 

2.  W^hat  are  the  chief  compounds  of  Antimony?  Art.  619. 

3.  Describe  Tartar  Emetic.  For  what  used  ? Art.  620. 

4.  In  what  form  does  Arsenic  occur  in  Nature?  Art.  621. 

5.  How  is  the  Arsenic  of  commerce  prepared?  Art.  621. 

6.  Describe  AsOg  and  AsO^.  Give  their  properties.  Art. 
622. 

7.  Give  the  tests  for  Arsenic  in  detail.  Art.  625,  626. 


190 


THE  COMPLETE  EXAMINER. 


8.  How  may  Antimony  be  distinguished  from  Arsenic  ? Art, 
626. 

♦ 

9 What  amount  of  Arsenic  is  fatal  ? Art. -626. 

MERCURY. 

1.  What  can  you  say  of  Mercury?  Art.  628. 

2.  At  what  temperature  does  mercury  freeze?  Boil?  Art. 
629. 

3.  What  is  said  of  its  power  to  resist  oxydation  ? Art.  629. 

4.  Describe  Blue  Pill.  Mercurial  Ointment.  Art.  631. 

5.  Analyze  Calomel  and  HyCl. — HygO.  Art.  632-635. 

6.  Describe  Hy  S.  What  are  the  uses  of  Mercury?  Art. 
637,  638. 

7.  Describe  the  alloys  of  Mercury.  How  are  mirrors  made? 
Art.  639. 

SILVER. 

1.  Give  the  history  of  silver,  and  its  distribution.  Art.  640. 

2.  How  is  silver  obtained  from  the  ores  ? Art.  641. 

3.  How  is  silver  freed  from  lead?  What  is  a Cupel?  Art. 
643. 

4.  What  are  the  solvents  of  silver? 

5.  Describe  Ago  NO^.  For  what  is  it  used?  Art.  647. 

6.  Analyze  Ag  Cl.  Give  its  uses.  Art.  649. 

7.  What  is  standard  silver  in  U.  S.  and  Great  Britain  ? Art' 
649. 

8.  How  may  articles  be  silvered  ? Plated  ? Art.  649. 

9.  What  is  dead  silver?  What  is  a test  for  silver?  Art.  649. 

10.  How  may  glass  be  silvered?  Art.  650. 

GOLD. 

1.  Give  the  Natural  history  of  Gold.  Art.  651. 

2.  How  is  gold  obtained  from  the  earth?  Art.  651. 

3.  What  are  the  properties  of  gold  and  its  compounds  ? Art. 
652. 

4.  How  is  perchloride  of  gold  prepared?  For  what  used? 
Art.  653. 

5.  In  what  condition  is  gold  used  in  the  arts  ? Art.  654. 


CHEMISTRY. 


191 


6.  How  is  the  purity  expressed?  How  obtained?  Art.  654. 

7.  What  is  Assaying  ? Quartation  ? Bullion  ? Art.  655. 

8.  How  is  fine  gold  prepared?  Gold  leaf?  Art.  656. 

PLATINUM. 

1.  How  and  where  is  platinum  formed  in  nature?  Art.  657. 

2.  Mention  the  properties  of  platinum.  Its  infusibility.  Art. 
658. 

3.  What  can  you  say  of  its  solubility  ? Uses  ? How  manu- 
factured ? Art.  658. 

4.  Describe  PtO — Pt02 — PtCl — PtClg.  Art.  659. 

5.  How  is  spongy  platinum  prepared?  Platinum  Black? 
Art.  659. 

ORGANIC  CHEMISTRY. 

1.  Define  Organic  Chemistry. 

2.  Describe  the  composition  of  organic  substances.  Art.  666. 

3.  How  are  so  many  different  organic  compounds  produced 
from  so  few  elements  ? Art.  666. 

4.  What  organic  bodies  as  a class  are  generally  wanting  in 
Nitrogen?  Art.  666. 

5.  What  are  characteristics  of  organic  and  inorganic  bodies  ? 
Art.  667. 

6.  What  circumstances  attend  the  decomposition  of  organic 
bodies?  Art.  667. 

7.  What  is  the  principal  origin  of  organic  substances  ? Art. 

668. 

8.  What  are  Compound  Radicals  ? Describe  them.  Art.  669. 

9.  Describe  the  essential  immediate  principals  of  plants.  Art. 
670. 

10.  Describe  Vegetable  Tissue.  Starch.  Gum.  Sugar. 
Art.  671. 

11.  Name  and  describe  Cjg  ^lo  ^lo*  Analyze  Gum.  Cot- 
ton. Art.  674,  675. 

12.  Describe  Collodian,  Parchment,  Paper.  Art.  676-678. 

13.  What  emi  you  say  of  the  destructive  distillation  of  wood? 
Art.  679. 


102 


THE  COMPLETE  EXAMINER. 


14.  Of  Pyroligneous  Acid ? Creosote?-  Tar?  Mineral  Oils? 
Art.  680-683. 

15.  Of  Asphaltum?  Of  the  contents  of  the  cells  of  plants? 
Art.  684,  685. 

16.  What  is  the  difference  between  wood^  sugar  and  gum? 
Art.  690-693. 

17.  WTiat  is  the  diflference  between  Cane  and  Grape  Sugar? 
Art.  702. 

18.  Analyze  and  describe  Alhumen,  Caseine  and  Gluten.  Art. 
704. 

19.  What  is  the  difference  between  Proteine  and  Albuminous 
substances?  . Art.  708,  709. 

20.  What  distinguishes  living  from  dead  organized  matter? 
Art.  711. 

21.  What  is  putrefaction  ? Fermentation?  Yeast?  Art.  713— 

715.  ■ • 

22.  Describe  the  different  kinds  of  fermentation.  Art.  716. 

23.  What  can  you  say  of  poisons,  contagions?  Art.  719. 

24.  Name  and  describe  O2  C^  Hg,  and  all  its  derivatives.  Art. 
721. 

25.  Analyze  Beer,  Wine,  Ardent  Spirits,  Bread.  Art.  722- 
729. 

26.  Describe  all  the  'products  of  the  action  of  acids  upon  alco- 
hol. Art.  732. 

27.  Analyze  Ether,  Chloroform,  and  point  out  the  difference. 
Art.  741. 

28.  Analyze  and  describe  all  the  vegetable  acids.  Art.  745. 

29.  Name  the  properties  of  C2  Hg — C3  Hg  Ok2 — Tan- 

nin, Art.  746,  747. 

30.  How  is  Leather  made?  Ink?  Gallic  Acid?  Art.  751- 
753. 

31.  Describe  the  Organic  Alkalies.  Also  C35  H21  NO^. 
Art.  755. 

32.  Describe  and  give  the  properties  of  Quinine  and  Strych- 
nine. Art.  757,  758. 

33.  Describe  the  Organic  Coloring  substances.  Calico  print- 
ing. Art.  761-764. 


SCIENCE  OF  GOVERNMENT. 


193 


34.  Say  what  you  can  of  Oils,  Fats  and  Resins.  Art.  769. 

35.  What  can  you  say  of  Elastic  Gums?  Gutta  Percha? 
Art.  779-795. 

36.  Describe  briefly  the  nutrition  and  growth  of  plants,  soils 
and  manures.  Art.  796-804. 

37.  What  can  you  say  of  animal  organizations  ? Art.  807. 

38.  Describe  the  proximate  animal  constituents.  Art.  808. 

39.  What  can  you  say  of  the  composition  of  the  Brain? 
Nerves?  Skin?  Art.  814,  815. 

40.  What  is  the  composition  of  Hair?  Wool?  Hoofs?  Teeth? 
Art.  816-818. 

41.  Describe  the  composition  of  the  . Blood.  Its  circulation. 
Art.  824. 

42.  Describe  digestion  and  its  functions.  Nutrition.  Art.  826. 

43.  Describe  in  detail  respiration  and  the  composition  of  the 
lungs.  Art.  826. 

44.  What  are  the  uses  of  respiration  ? Is  the  skin  a respira- 
tory organ  ? Art  827. 

45.  Describe  the  nature  and  functions  of  food.  Art.  828. 

46.  What  are  the  relative  values  of  different  meats  and  vege- 
tables as  nutritive  qualities?  Art.  831. 

47.  What  can  you  say  of  the  relation  between  animals  and 
plants  ? Art.  832. 


CHAPTER  XYII. 

SCIENCE  OF  GOVERNMENT. 

Remark. — In  these  days  National  trials  every  person  permitted  to 
cms.s  the  tJtreshold  of  the  school-room^  as  a teacher  of  youth,  should  be  thor- 
oughly imbued  with  the  fundamental  principles  of  his  Government,  and 
breathe  nought  but  the  vital  air  of  pure  loyalty. 

Note. — The  references  in  the  following  questions  on  the  Science  of  Gov- 
ernment, are  to  Mansfield’s  Political  Economy.  Art.  stands  for  article. 
P.  for  page." 

1.  What  do  you  understand  by  Sovereignty"^  Art.  1. 

2.  Give  clearly  your  idea  of  Government,  Art.  2. 

3.  Define  Law.  AVliat  is  a Constitution  ? Art.  3,  4. 

4.  Define  a Despotism.  A Monarchy.  Art.  5,  6. 

- 9 


194 


THE  COMPLETE  EXAMINER. 


5.  Explain  clearly  the  difference,  if  any,  between  a Republic 
and  a Democracy.  Art.  7,  8. 

6.  In  what  does  a Republic  or  Democracy  differ  from  an  Aris- 
tocracy ? Art.  7,  8,  9. 

7.  Wherein  did  the  Republic  of  Athens  differ  from  that  of  the 
‘‘United  States?”  Art.  7. 

8.  What  is  the  difference  between  a Party  and  a Faction? 
Art.  10,  11. 

9.  What  is  a Legislature?  Congress?  Art.  12,  13. 

10.  How  does  Legislative  power  differ  from  Executive  ? Art. 
14,  15. 

11.  Describe  the  Judiciary.  Art.  16. 

12.  In  what  does  Statute  Law  differ  from  Common  Law  ? 
Art.  17,  18. 

13.  Which  is  superior.  Common  or  Statute  Law?  Art.  18. 

14.  What  is  a Corporation?  A Charter?  A Court?  Art. 
19,  20. 

15.  Define  the  terms,  Municipal,  Junsdiction.  Art.  22,  23. 

1 G.  What  do  you  understand  by  Impeachment  ? Crime  ? 

Art.  24-27. 

17.  Explain  the  difference  between  a Verdict  and  a Judgment. 
Art.  25,  26. 

18.  What  is  Treason?  Explain  in  detail  in  what  it  consists. 
Art.  28. 

19.  What  is  the  difference  between  Treason  and  Revolution? 
Art.  28-32. 

20.  Define  Felony.  Reprieve.  Diplomacy.  Art.  29,  30,  31. 

21.  What  is  the  distinction  between  Diplomacy  and  Aristocra- 
cy ? Art.  31. 

22.  What  is  an  Ex  Post  Facto  Law  ? Art.  33. 

23.  Describe  a Bill  of  Attainder.  Art.  34. 

24.  What  do  you  understand  by  a Bill  ? Revenue  ? Art.  35, 
36. 

25.  What  is  a Treaty^  Art.  37. 

26.  In  what  way  does  a Foreigner  become  a citizen?  Art. 
38. 

27.  What  do  you  understand  by  Bankruptcy?  Art.  39. 


SCIENCE  OF  GOVERNMENT. 


195 


28.  What  is  a Test  Act  ? Art.  40. 

29.  Define  the  terms  Ballot  and  Quorum.  Art.  41,  42. 

30.  What  do  you  understand  by  Majority  and  Minority  ? Art. 

43. 

31.  What  is  the  distinction  between  a Majority  and  Plurality? 
Art.  44. 

32.  What  is  an  Indictment?  A Grand  Jury?  Art.  45,  46. 

33.  What  do  you  understand  by  Taxes  ? A Le^al  Tender  ? 
Art.  47,  48. 

34.  How  many  forms  of  Government  were  there  originally  in 
the  Colonies?  Art.  2.  P.  29. 

35.  Describe  the  Proprietory  Government  Art.  4. 

36.  Describe  the  Charter  Government.  Art.  3. 

37.  In  what  respect  did  the  Royal  Government  differ  from  the 
Charter  or  Proprietory  Government  ? Art.  3,  4,  5. 

38.  What  can  you  say  in  regard  to  the  Articles  of  Confedera- 
tion? Art.  17. 

39.  For  what  did  the  of  Confederation  provide  ? Art. 

23.  P.  37. 

40.  What  were  some  of  the  Obvious  deficiencies  in  the  Arti- 
cles of  the  Confederacy?  Art.  25.  P.  40. 

41.  In  w^hat  did  the  idea  of  Union  and  the  Constitution  of 
the  United  States  originate?  Art.  27. 

42.  What  is  asserted  in  the  Preamble  of  the  Constitution  ? 
Art.  29.  P.  42. 

43.  What  are  the  objects  proposed  in  the  Constitution  ? Art. 
32. 

44.  How  many  Articles  does  the  Constitution  of  the  U.  S.  con- 
tain? Art.  33. 

45.  How  many  Amendments  have  been  made  to  it?  Art.  33. 

46.  To  what  does  the  first  Article  relate"^  Art.  33. 

47.  To  what  do  the  several  Articles  relate  ? Art.  33. 

48.  What  rights  are  guaranteed  in  the  First  Amendment  ? 
Art.  433. 

49.  What  principles  are  modified^  or  rujlits  secured  in  each  of 
the  Amendments?  Art.  432,  442.  P.  203,  207. 

50.  By  whom  was  the  Constitution  proposed  ? Art.  31.  P.  43. 


196 


THE  COMPLETE  EXAMINER. 


51.  Who  ratified  the  Constitution  or  gave  it  power?  Art.  31. 

52.  Explain  clearly  how  the  members  of  Congress  are  elected. 
Art.  37-50. 

53.  Explain  in  detail  how  the  President  of  the  U.  S.  is  elected. 
Art.  290. 

54.  What  are  the  duties  of  the  President?  Art.  308.  P.  145. 

55.  How  is  the  Vice  President  chosen?  Art.  290.  P.  136. 

56.  What  are  the  duties  of  the  Vice  President?  Art.  304. 

57.  What  can  you  say  of  the  Cabinet  of  the  U.  S.  ? Art.  520. 

58..  What  are  the  duties  of  the  Secretary  of  State  ? Art.  520. 

59.  What  are  the  duties  of  the  Secretary  of  War?  Art.  539. 

60.  What  can  you  say  of  the  Department  of  the  Treasury? 

Art.  538. 

61.  Describe  the  general  duties  of  the  Navy  Department. 
Art.  541. 

62.  Give  the  general  duties  of  the  Post  Office  Department. 
Art.  543. 

63.  Mention  some  of  the  duties  of  the  Home  Department. 
Art.  544. 

64.  How  many  standing  committees  are  there  in  the  House  of 
Pepresentatives  ? Art.  561. 

65.  Name  the  committees.  Art.  561. 

66.  What  can  you  say  of  the  theory  of  State  Government? 
Art.  476. 

67.  What  can  you  say  of  the  practical  operation  of  the  State 
Goyernment?  Art  578. 

68.  What  is  the  difference  between  the  Government  of  the  U. 
S.  and  that  of  Great  Britain?  Art.  6-9.  P.  16,  17. 

69.  How  does  the  mode  of  electing  a Governor  differ  from 
that  of  electing  the  President  of  the  U.  S.  ? Art.  290. 

70.  How  does  the  mode  of  electing  a Representative  to  Con- 
gress differ  from  that  of  electing  a Senator  to  Congress  ? Art. 
37-54.  P.  45-52. 

71.  How  many  votes  is  each  State  entitled  to  cast  for  Presi- 
dent? Art.  492. 

72.  What  is  the  difference  between  the  National  and  State 
Courts?  Art.  583. 


MUSIC. 


197 


73.  In  what  way  are  the  Judges  of  the  National  and  State 
Courts  appointed  to  office?  Art.  311. 

74.  What  can  you  say  of  the  Writ  of  Habeas  Corpus?  Arb 
231-600. 

75.  Upon  what  does  the  Government  of  the  U.  S.  rest  ? Art. 
502. 

76.  In  what  way  can  you  best  increase  the  Love  of  Country 
in  every  child  in  our  Schools  ? 


CHAPTER  XYIII. 

MUSIC. 

In  many  schools  a part  of  the  time  of  every  pupil  is  given  to  Music. 
More  time  would  be  given  if  the  teachers  were  competent  to  give  instruc- 
tion in  this  much  neglected  but  very  important  branch.  The  demand  for 
“Teachers  who  can  sing”  is  increasing.  Not  long  since  one  school  rejected 
twenty-seven  teachers  simply  because  they  could  not  lead  the  school  in 
Vocal  Music, — yet  who  otherwise  stood  high  in  their  profession.  All  teach- 
ers should  understand  the  principles  of  music ; it  would  please  and  profit 
them. 

“Let  the  people  praise  Thee,  0 God, 

Yea,  let  all  the  people  praise  Thee.” 

1.  What  is  Music  ? 

2.  What  can  you  say  of  a Musical  tone  ? 

3.  How  many  essential  properties  has  such  a tone  ? 

4.  Name  these  properties  or  characteristics. 

5.  Into  how  many  departments  is  music  divided  ? 

6.  What  can  you  say  of  Plythnics  ? Melodies  ? Dynamics  f 

7.  How  is  length  of  tone  indicated  to  the  eye  ? 

8.  How  are  measures  expressed  ? 

9.  Describe  Double  Measure, 

10.  What  do  you  understand  by  Beating  Time?  Its  object? 

11.  What  is  Accent? 

12.  What  are  signs  of  Tones?  Signs  of  Silence? 

13.  What  is  the  difference  between  the  office  of  a single  bar 
and  a double  bar  ? 

14.  What  do  you  understand  by  the  scale  ? 

15.  Of  how  many  tones  does  the  scale  consist  ? 


198 


THE  COMPLETE  EXAMINER. 


16.  What  are  the  names  of  the  tones  of  the  scale? 

17.  Can  you  give  those  tones  accurately  ? Make  them. 

18.  What  is  the  object  of  the  Staff? 

19.  What  are  Notes?  What  are  degrees  of  the  Staff? 

20.  What  is  the  office  of  the  spaces  and  added  lines  of  the 
Staff? 

21.  What  syllables  represent  the  tones? 

22.  How  are  the  syllables  pronounced  ? 

23.  How  is  the  Scale  represented  on  the  Staff? 

24.  What  do  you  understand  by  Absolute  Pitch  Letters 

25.  Have  the  letters  a fixed  position  on  the  scale  ? 

26.  What  do  you  understand  by  Key  of  C? 

27.  What  is  the  Clef?  Clef-letters  ? 

28.  What  can  you  say  of  the  F Clef?  G Clef? 

29.  What  can  you  say  of  prolonged  tones  ? 

30.  What  is  the  Primitive  form  of  measure  ? 

31.  How  does  primitive  form  of  measure  differ  from  derived 
form  ? 

32.  Describe  Triple  Measure. 

33.  Where  does  the  Accent  occur  in  Triple  Measure  ? 

34.  What  is  the  distinction  between  double  and  triple  time  ? 

35.  What  characters  are  used  to  designate  the  kind  of  meas- 
ure? 

36.  Describe  Quadruple  Measure. 

37.  Where  does  the  Accent  occur  in  Quadruple  Measure  ? 

38.  Name  the  different  kinds  of  Notes  and  Rests. 

39.  What  is  a syncopated  tone  ? Is  it  accented  or  not  ? 

40.  What  are  skips,  and  between  wliat  tones  do  they  occur  ? 

41.  To  what  tone  does  the  tone  seven  naturally  lead? 

42.  To  what  does  four  naturally  lead  ? 

43.  What  can  you  say  of  the  Extension  of  the  Scale  ? 

44.  Into  how  many  classes  is  the  human  voice  naturally  divid- 
ed? 

45.  What  is  the  distinction  between  the  Bass  and  Tenor? 

46.  What  is  the  difference  between  the  Alto  and  Treble  ? 

47.  How  do  you  distinguish  between  the  different  tones  denoted 
by  the  same  letter? 


MUSIC. 


Idd 

48.  How  many  octaves  are  embraced  in  the  whole  compass  of 
tones  appreciable  by  the  human  ear? 

49.  How  many  of  these  octaves  arc  withm  the  range  of  the 
human  voice  ? 

50.  What  is  an  Interval?  What  are  Steps?  Half  Steps? 

51.  Where  do  the  whole  steps  and  half  steps  occur? 

52.  Describe  Sextriple  measure.  Compound  measure. 

53.  Describe  the  Minor  Scale,  The  Natural  Minor  Scale. 

54.  What  are  Triplets?  What  is  a Chromatic  Scale? 

55.  What  is  a Sharp  or  Flat?  How  far  do  they  continue? 

56.  What  is  the  office  of  D Natural,  as  used  in  Music? 

57.  Explain  the  following,  viz. : Every  Major  Scale  has  its 

Relative  Minor ^ and  every  Minor  Scale  lias  its  Relative  Major, 

58.  What  do  you  understand  by  the  Transposition  of  the 
Scale  ? 

59.  What  do  you  understand  by  the  Key  Letter? 

60.  What  must  be  preserved  in  the  Transposition  of  the 
Scale  ? 

61.  Explain  the  Transposition  of  the  Scale  by  Fifths. 

62.  What  is  the  Signature  of  the  key,  and  where  is  it  placed  ? 

63.  What  can  you  say  of  the  Relations  of  Tones  ? Tone  of 
Transposition  ? 

64.  Explain  the  transposition  of  the  scale  by  fourths. 

65.  What  is  a Trill ? Turn? 

66.  Define  Mezzo.  Piano  Forte.  Pianissimo.  Fortissimo. 
Legato.  Staccato. 

67.  What  do  you  understand  by  Swell  ? Crescendo  ? Diminu- 
endo ? How  are  they  indicated  ? 

68.  What  do  you  understand  by  the  purity  of  tone  ? 

69.  What  are  Tonic  Elements'^  What  are  common  errors  in 
singing  ? 

70.  Wliat  reasons  can  you  give  why  music  should  he  taught  in 
all  our  schooh^^ 


200 


THE  COMPLETE  EXAMINER. 


CHAPTER  XIX. 

THEOKY  AND  PEACTICE. 

Remark. — The  principles  implied  in  the  foregoing  questions  will  be  of  but 
little  avail  to  Candidates^  unless  they  have  a good  theory  of  imparting  in- 
struction ; a theory  .which  they  can  practice.  One  that  is  simple^  pliant^ 
natural,  as  opposed  to  one  that  is  complex  and  difficult. 

The  following  questions  are  therefore  proposed  in  order  that  candidates 
may  have  an  occasion  to  draw  upon  their  own  resources,  and  thereby  see 
whether  they  have  a clear  system  in  mind,  or  whether  they  must  go  before 
their  schools  to  experiment.  Such  should  remember  that  the  material  upon 
which  they  are  to  work  is  too  expensive  for  experiments. 

The  answers  to  many  of  the  following  questions  may  be  found  in  “Page’s 
Theory  and  Practice,”  and  “Northend’s  Teacher  and  Parent.”  Yet 
many  of  them  are  unwritten^  hence  must  be  looked  for  in  the  mind.  This 
is  as  it  should  be,  as  in  this  department  no  superior  teacher  is  a mere  imita- 
tor. 

1.  How  would  you  organize  a school  ? 

2.  What  spirit  should  one  possess  who  has  access  to  the  sanc- 
tuary of  the  mind  ? 

3.  What  motive  should  govern  the  teacher,  moral  or  pecuni- 
ary? 

4.  What  especial  preparation  does  he  need  who  is  to  play  upon 
the  “harp  whose  tones,  whose  living  tones,  are  left  forever  in  the 
strings  ?” 

5.  What  can  you  say  of  the  responsibility  of  the  teacher  ? 

6.  What  can  you  say  of  the  ventilation  of  the  school-room? 

7.  What  should  be  the  appearance  of  the  school-room  ? 

8.  What  can  you  say  of  the  teacher’s  responsibility  for  the 
health  of  the  child  ? 

E.  Would  a knowledge  of  Mental  Philosophy  be  a valuable  ac- 
quisition for  a teacher  ? Why  ? 

10.  Should  a teacher  be  held  responsible  for  the  intellectual 
growth  of  his  pupil  ? 

11.  Describe  the  order  of  studies  to  be  pursued  by  the 
pupil. 

12.  Should  the  teacher  be  responsible  for  the  moral  and  reli- 
gious training  of  his  pupil  ? 


THEORY  AND  PRACTICE. 


201 


13.  How  should  the  teacher  look  upon  skepticism?  Sectarian- 
ism and  indifference  to  moral  subjects  ? 

14.  What  can  you  say  of  the  personal  habits  of  the  teacher? 

15.  If  it  be  true  that  “Happy  is  the  man  whose  habits  are  his 
friends,”  should  the  teacher  look  well  to  his  habits  and  those  of 
his  pupils  ? 

16.  What  should  be  his  order?  Courtesy?  Punctuality? 

17.  What  should  be  the  general  character  of  the  teacher? 

18.  What  influence  does  a knowledge  of  Trigonometry,  Men- 
tal and  Moral  Philosophy,  Logic,  Rhetoric,  Music  and  “the  Lan- 
guages,” have  on  the  mind  of  the  teacher  in  preparing  him  for 
his  especial  work  ? 

19.  What  should  pupils  be  taught  except  what  is  found  in  the 
text-books  ? 

20.  What  is  your  view  of  the  modes  of  teaching  ? 

21.  Which  is  preferable,  the  ‘^'pouring  or  “drawing  out 
process  ? ” 

22.  Is  there  a more  excellent  way  than  either? 

23.  What  would  you  do  to  arouse  and  develops  the  energies  of 
the  mind"^ 

24.  What  can  you  say  in  regard  to  the  manner  of  conducting 
recitations  ? 

25.  Give  what  you  regard  as  the  natural  order  of  presenting 
any  subject. 

26.  What  is  the  best  way  of  exciting  an  interest  in  study? 

27.  What  incentives  to  study  would  you  place  before  your  pu- 
pils ? 

28.  Give  your  idea  of  Emulation  in  the  school. 

29.  What  is  your  view  of  offering  prizes  to  scholars? 

30.  Do  prizes  usually  reward  effort  or  success,  worth  or  talent? 

31.  State  what  you  regard  as  the  proper  incentives  to  study. 

32.  What  can  you  say  of  school  government^ 

33.  Mention  the  elements  of  a good  disciplinarian, 

34.  What  means  would  you  use  to  secure  good  order 

85.  Is  it  wise  or  otherwise  for  a teacher  to  ask  a mischievous 
or  vicious  pupil  to  do  a favor  for  him  ? 


202 


THE  COMPLETE  EXAMINER. 


36.  Would  you  write  out  a long  set  of  rules  by  which  you  pro- 
pose to  govern  the  school  ? 

37.  What  can  you  say  of  punishment  in  the  school-room  ? 

38.  Describe  proper  and  improper  punishments. 

39.  Give  your  arrangements  or  programme  for  a given  school. 

40.  What  can  you  say  in  regard  to  recesses  ? Also  in  assign- 
ing lessons  and  reviews  ? 

41.  Give  in  full  your  opinion  of  public  examinations. 

42.  What  can  you  say  of  the  relation  of  the  teacher  to  the 
parents  of  his  pupils  ? 

43.  What  can  you  say  of  the  teacher’s  relation  to  his  profes- 
sion? 

44.  What  is  your  view  of  self-culture  and  mutual  aid  of  teach- 
ers? 

45.  Give  your  views  of  Teachers’  Institutes  and  Associations  ? 

46.  What  can  you  say  of  Physical  Education?  Mention  brief- 
ly what  different  educational  forces  and  processes  are  required 
and  brought  into  exercise  during  the  Ohjectivej  Transition  and 
Subjective  periods  of  the  pupils. 

47.  Give  your  opinion  of  recreation. 

48.  What  is  implied  in  human  culture"^ 

49.  What  can  you  say  in  regard  to  the  education  of  the  Affec^ 

tions"^  The  Conscience'^ 

50.  State  briefly  your  idea  of  the  Science  of  Education, 


CHAPTER  XX. 

MISCELLANEOUS  QUESTIONS. 

The  following  TeU  Questio7is  have  been  kindly  furnished  the  author  by 
several  eminent  educators  from  widely  different  parts  of  the  country ; ques- 
tions whi(!h  they  themselves  had  used  in  the  Eraminatioii  of  Teachers,  See 
suggestion  at  the  head  of  “General  Questions,”  in  Chapter  XL 

1.  When  and  by  whom  was  the  Continent  of  South  America 
discovered?  And  when  and  by  whom  was  the  Continent  of 
North  America  discovered  ? 

2.  When  and  where  did  the  Continental  Congress  meet? 

3.  Who  succeeded  Gen.  Howe  as  Commander-in- Chief  of  the 
British  Army  ? 


MISCELLANEOUS  QUESTIONS. 


203 


4.  Name  the  original  thirteen  States  ot  the  Union. 

5.  What  is  a Tariflf? 

6.  What  House  or  Family  of  Sovereigns  occupied  the  English 
throne  when  America  was  discovered'^  When  it  was  settled‘s 
And  at  the  time  of  the  Declaration  of  Independence'^ 

7.  What  can  you  say  of  Mohammed  ? 

8.  What  was  New  York  first  called?  Give  some  account  of 
its  first  settlement. 

9.  Who  was  Anne  Hutchinson  ? 

10.  Compare  the  characters  and  habits  of  the  early  Virginia 
colonists  with  those  of  the  early  New  England  colonists. 

11.  Describe  the  formation  and  establishment  of  the  Federal 
Constitution. 

12.  Describe  the  naval  engagement  by  Commodore  Perry. 

13.  Describe  the  Indian  War  in  Florida. 

14.  Describe  the  legislative,  executive  and  judicial  branches 
of  our  National  Government. 

15.  What  can  you  say  of  England  under  the  Romans  ? 

1 6.  What  can  you  say  of  Oliver  Cromwell  ? 

17.  What  agency  promoted  intercourse  and  civilization  in  the 
early  periods  of  history? 

18.  Whence  have  the  religious  institutions  and  culture  of  later 
nations  been  derived  ? 

19.  Under  what  ruler  did  the  Athenians  attain  the  highest  re- 
finement at  home  and  the  greatest  power  abroad? 

20.  What  period  of  Grecian  history  is  noted  for  rapid  advance- 
ment in  the  practical  sciences  and  philosophy,  and  who  were  the 
most  noted  men  of  the  time  ? 

21.  What  seems  to  have  been  the  cause  of  the  degeneracy  and 
final  failure  of  the  Roman  Republic  ? 

22.  What  is  the  early  history  of  the  Anglo  Saxons  in  Britain, 
and  why  were  they  so  called  ? 

23.  What  had  the  greatest  influence  upon  t lie  development  of 
the  Christian  Middle  Age  ? 

24.  What  was  the  origin  of  the  Crusades,  and  what  was  their 
social  and  religious  efiect  ? 


204 


THE  COMPLETE -EXAMINER. 


25.  Who  granted  the  Magna  Charta  of  England,  and  of  what 
maj  it  be  termed  the  foundation  ? 

26.  What  great  inventions  were  made  in  the  14th  and  15th 
Centuries  ? 

27.  Is  the  Constitution  a league  ? If  not,  explain  its  nature, 
and  state  the  reasons. 

28.  On  what  authority  was  it  established  ? And  if  its  existence 
is  subject  to  any  conditions,  whei^e  are  they  defined  ? 

29.  What  was  the  political  status  of  the  English  colonies  in 
North  America  before  the  Revolution  ? When  and  how  did  they 
become  States? 

30.  What  distribution,  and  into  how  many  parts  does  the  Con- 
stitution make  of  the  powers  of  this  Government  ? 

31.  What  are  the  rules  by  which  we  are  to  ascertain  the  true 
intent  and  meaning  of  any  provision  in  the  Constitution  ? 

32.  Who  is  the  final  Judge  or  interpreter  in  controversies  con- 
cerning it  ? 

33.  Does  the  Constitution  provide  any  means  for  controlling 
the  vote  of  a Senator  or  Representative  ? 

34.  State  the  term  of  office  and  mgde  of  electing  President, 
Senator,  Representative,  and  Judge  of  the  Supreme  Court,  and 
reasons  for  the  difference. 

35.  What  powers  are  vested  in  the  United  States  which  do  not 
belong  to  the  States,  and,  conversely,  what  exclusive  powers  have 
the  States  ? 

36.  In  what  manner  does  the  Constitution  provide  for  making 
war  and  peace  ? Mention  any  instance  in  which  this  power  may 
have  been  usurped. 

37.  Where  is  the  serous  tissue  found,  and  what  is  its  function? 

38.  Which  member  of  the  body  affords  the  greatest  evidence 
of  man’s  superiority  over  other  animals  ? 

39.  Describe  briefly  the  structure  of  the  bones. 

40.  What  is  the  effect  upon  the  bones  of  severe  labor  in  youth? 

41.  How  are  the  muscles  formed,  and  how  are  they  attached? 

42.  In  the  economy  of  the  muscular  system  state  a striking 
fact  of  man’s  dependence  upon  a higher  power. 

43.  Name  the  organs  which  constitute  the  digestive  apparatus. 


MISCELLANEOUS  QUESTIONS. 


205 


44.  When  labor  is  lessened  what  is  the  effect  of  continuing  the 
.same  amount  of  food  as  when  labor  is  greater? 

45.  How  is  the  body  sustained  when  food  can  not  be  taken  ? 

46.  Is  it  beneficial  to  use  food  which  is  the  most  easily  digested 
at  all  times  ? Give  some  reason.  \ 

47.  How  are  the  arteries  and  the  veins  connected  ? 

48.  Name  the  organs  used  in  respiration. 

49.  Name  the  organs  used  in  the  process  of  digestion. 

50.  Describe  the  circulation  of  the  blood. 

51.  Trace  the  food  taken  into  the  mouth,  through  its  various 
changes,  until  it  becomes  pure  blood. 

52.  How  many  different  bones  in  the  human  system  ? 

53.  How  many  pairs  of  muscles  ? 

54.  What  is  the  difference  between  veins  and  arteries  ? 

55.  What  is  the  difference  between  venous  and  arterial  blood  ? 

56.  Describe  the  eye. 

57.  What  is  the  cerebellum  and  where  is  it  situated? 

58.  Explain  the  situation  and  uses  of  the  diaphragm. 

59.  Describe  a muscle. 

60.  What  is  the  difference  between  a nerve  of  sensation  and  a 
nerve  of  motion  ? 

61.  How  may  a person  be  deprived  of  all  power  of  motion,  and 
yet  have  sensation  of  feeling  ? 

62.  What  effect  has  respiration  upon  the  air  breathed  ? 

63.  Give  the  most  common  abuse  by  which  persons  lose 
health. 

64.  What  is  the  difference  between  warm  and  cold  blooded 
animals  ? 

65.  Explain  the  structure  and  uses  of  the  spinal  column. 

66.  In  cases  of  injury  to  blood  vessels,  how  can  you  tell  wheth- 
er the  injury  be  in  an  artery  or  vein  ? 

67.  From  which  does  greater  danger  arise,  from  the  severing 
of  an  artery  or  of  a vein  ? And  why  ? 

68.  What  special  provision  is  made  by  our  Creator  for  the  pro- 
tection of  the  arteries  ? 

69.  How  can  you  stop  the  flowing  of  blood  from  a severed 
artery  ? 


206 


THE  COMPLETE  EXAMINER. 


7 0.  What  is  a suture  ? 

71.  What  difference  between  the  skull  of  an  infant  and  of  an 
adult  ? 

72.  What  conditions  as  to  warmth  and  ventilation,  are  most 
conducive  to  health  ? 

73.  What  are  the  constituent  elements  of  Atmospheric  air? 

7 4.  What  is  Specific  Gravity  ? 

75.  What  is  the  effect  of  respiration  on  the  blood? 

7 6.  Explain  the  principle  of  the  Thermometer,  Barometer  and 
Air  Pump. 

77.  What  is  a body  ? 

78.  What  are  the  essential  properties  of  matter? 

79.  Define  and  illustrate  impenetrability? 

80.  Define  Gravity.  What  is  Inertia  ? 

81.  Illustrate  by  examples  the  different  laws  of  Inertia. 

82.  What  is  the  fundamental  law  of  . Mechanics  ? 

83.  Name  the  Mechanical  Powers. 

84.  Give  a formula  for  ascertaining  the  power  of  the  lever. 

85.  What  is  Pneumatics?  State  the  law  of  falling  bodies. 

86.  In  what  respect  do  liquids  differ  from  solids? 

87.  How  do  you  ascertain  the  weight  of  the  Atmosphere  ? 

88.  What  is  Specific  Gravity?  How  do  you  ascertain  the 
Specific  Gravity  of  solids,  and  upon  what  principles  is  your  rule 
based  ? 

89.  The  flash  of  a gun  is  seen  by  you  3^  seconds  before  the 
report  is  heard.  At  what  distance  is  the  gun  from  you  ? 

90.  What  circumstances  are  favorable  to  safety  during  a Thun- 
der Storm? 

91.  Why  can  you  not  see  an  object  through  a tube  bent  at 
right  angles  ? 

92.  Describe  the  eye. 

93.  Name  the  different  kinds  of  lenses  and  the  effect  of  each 
upon  parallel  rays  of  light  passing  through  it. 

94.  Why  does  a body  of  water  appear  less  deep  than  it  really 
is? 

95.  What  is  Galvanism?  Of  what  does  Mechanics  treat? 


MISCELLANEOUS  QUESTIONS. 


207 


96.  How  does  the  Barometer  help  us  to  determine  the  eleva- 
tion of  a mountain  ? 

97.  What  is  the  rule  for  finding  the  specific  gravity  of  bodies 
lighter  than  water  ? 

98.  What  is  Specific  Gravity?  Describe  the  Pulley  and  its 
uses. 

99.  What  is  the  Leyden  Jar?  Hydrostatic  Paradox? 

100.  What  is  the  greatest  height  of  a column  of  water  sus- 
tained by  atmospheric  pressure  only ; and  what  would  be  the  re- 
sult from  a change  of  temperature  ? 

101.  Why  does  salt  cause  ice  to  become  fluid? 

102.  If  a body  be  thrown  directly  upward,  and  return  again  to 
the  earth  in  eleven  seconds,  what  height  does  the  body  reach  ? 

103.  Why  do  the  particles  of  Water  when  left  to  themselves, 
have  a tendency  to  assume  a globular  form,  as  is  noticed  in  rain 
drops  and  tears  ? 

104.  Rule  for  finding  Specific  Gravity. 

105.  Define  Language  in  its  most  extended  sense,  and  explain 
the  office  of  English  Grammar  in  reference  to  it. 

106.  Name  and  define  the  elements  of  the  following  sentence : 

“Ah!  the  good  boy  and  his  dog  run  rapidly  down  the  hill.” 

107.  Parse  the  words  italicised  in  the  following  sentence : 

“ I do  not  know  %vhat  is  to  he  doney 

108.  Correct  in  every  respect  the  following  sentences,  (if  cor- 
rection be  needed,)  giving  the  reason,  founded  upon  a grammati- 
cal principle : 

а.  “The  Book  laid  on  the  floor.” 

б.  “I  done  the  sum  on  page  forty  six.” 

c.  “The  stream  has  overflown  its  banks.” 

d.  “There  is  no  study  in  our  schools  so  hard  to  teach  as  Grammar.” 

109.  Write  the  possessive  plural  of  lady  and  man. 

110.  Define  abstract  nouns,  and  give  five  examples. 

111.  Compare  the  adjectives  er^7,  little^  fronts  much^  brilliant. 

112.  Decline  the  pronoun  which. 

113.  Give  the  principal  parts  of  the  verbs  strike j forget^  pay^ 
hear. 


208 


THE  COMPLETE  EXAMINER. 


114.  What  is  the  diflPerence  between  the  voice  of  a verb  and 
its  mode  f 

115.  Write  the  conjugation  of  the  verb  he,  indicative  mode, 

past  tense.  ^ 

116.  Write  a sentence  in  which  the  grammatical  predicate  is 
modified  by  a verb  in  the  infinitive. 

117.  Parse  the  italicised  words  in  the  following  sentences: 

“He  gave  me  what  I desire V"*  “Milton,  the  poet,  was  blinds 

118.  Analyze  the  following  lines: 

“Now  came  still  evening  on,  and  twilight  gray 
Had  in  her  sober  livery  all  things  clad.” 

119.  Of  what  does  Mathematical  Geography  treat  ? Physical 
Geography  ? 

120.  Political  Geography?  Name  the  three  largest  States  in 
the  Union,  and  the  three  smallest,  with  the  capital  of  each. 

121.  A and  B travelled  around  the  earth, — A on  the  parallel 
of  Chicago,  and  B on  the  parallel  of  London.  Which  travelled 
the  greatest  number  of  miles?  How  many  degrees  did  each 
travel  ? 

1 22.  Give  the  boundaries  of  Ireland. 

123.  What  is  the  length  of  the  longest  day  in  latitude  74  de- 
grees ? 

124.  What  is  the  width  of  the  Torrid  Zone,  in  English  miles? 

125.  Give  the  situation  of  Havre,  Montevideo,  Samarcand, 
Odessa,  Caraccas. 

126.  Name  the  countries  in  Europe  that  border  on  the  Medi- 
terranean. 

127.  Describe  a water  voyage  from  Odessa  to  St.  Petersburg, 
naming  all  the  waters  through  which  you  would  pass. 

128.  Draw  an  outline  map  of  Asia. 

129.  Sketch  a map  of  Wisconsin,  with  the  principal  Towns, 
their  Railroad  connections.  Lakes  and  Rivers. 

130.  Bound  your  own  township. 

131.  How  does  Wisconsin  compare  in  size  with  France? 

132.  Why  are  the  tropics  23^  degrees  from  the  equator? 


MISCELLANEOUS  QUESTIONS. 


209 


133.  Upon  what  causes  does  the  temperature  of  a country  de- 
pend ? 

134.  What  causes  the  saltness  of  the  Ocean  ? 

135.  From  what  sources  do  Springs  and  Water  Veins  receive 
their  support? 

136.  What  are  the  prevailing  Winds  of  the  Mississippi  Valley, 
and  why? 

137.  What  circumstances  chiefly  affect  the  climate  of  a coun- 

try  ? . , 

138.  Bound  Texas. 

139.  What  is  meant  by  “Water  Shed,”  as  used  in  Geography? 

140.  Name  the  principal  Ports  on  the  Pacific  coast  of  North 
America. 

141.  Of  what  States  does  the  river  Mississippi  form  a part  of 
the  boundary  ? 

142.  How  is  Italy  bounded  ? Name  its  principal  mountains, 
rivers,  and  political  division. 

143.  Explain  the  process  for  the  Division  of  vulgar  fractions, 
and  the  reason  of  the  common  rule  therefor. 

144.  Find  the  interest  on  $355.56  for  4 yrs.  8 mo.  24d.,  at  5 
per  cent. 

145.  Divide  $1000  among  A,  B and  C,  so  that  A will  receive 
$120  more  than  B,  and  B $95  more  than  C. 

146.  How  much  cotton  at  2^  cents  per  lb.  can  be  bought  for 
$2,500,  deducting  brokerage  at  the  rate  of  2^  per  cent,  on  the 
amount  purchased  ? 

147.  If  4 men  dig  a trench  20  ft.  long,  12^  ft.  deep,  and  2 ft. 
wide,  in  4 days,  working  10  hours  a day,  how  many  men  will  dig 
a trench  10  ft.  long,  GJ  ft.  deep,  and  8^  ft.  wide,  in  7 days,  work- 
ing 3 hours  per  day  ? 

148.  What  is  the  square  root  of  4.3681  ? 

149.  When  and  how  do  ciphers  give  value  to  significant  figures, 
as  integers  or  decimals  ? What  is  Subtraction  ? 

150.  What  is  the  difference  between  Peduction  of  Denominate 
Numbers  and  Reduction  of  Fractions  ? 

151.  When  you  add  Fractions,  why  not  add  Denominators  as 
well  as  Numerators  ? 


210 


THE  COMPLETE  EXAMINER. 


152.  Perform  the  following  operation  : .04-^.005 and  give 
the  reason  for  pointing  off. 

153.  If  you  buy  a slate  for  8 cents,  and  sell  it  for  10  cents, 
what  per  cent,  do  you  make  ? 

154.  What  is  the  interest  on  $24,000  for  f of  an  hour,  at  10 
per  cent,  per  annum  ? 

155.  Why  and  how  are  fractions  reduced  to  a common  denomi- 
nator ? 

156.  Find  the  entire  quotient  arising  from  dividing  two  thou- 
sand and  one  millionths  by  one  hundredth. 

157.  If  I have  a piece  of  land  16|  rods  long,  and  3^  rods  wide, 
what  will  be  the  length  of  another  piece  that  is  7 rods  long,  and 
contains  the  same  area  ? 

158.  If  82  men  build  a wall  36  ft.  long,  8 ft.  high,  and  4 ft. 
thick,  in  4 days,  in  what  time  will  48  men  build  a wall  864  ft. 
long,  6 ft.  high,  and  3 ft.  thick? 

159.  In  a compound  partnership  how  would  you  find  each 
partner’s  share  of  the  gain  or  loss  ? 

160.  A capitalist  has  $25,000  ; he  invests  20  per  cent,  in  bank 
stock,  37^  per  cent,  in  railroad  stock,  and  the  remainder  in  gov- 
ernment bonds ; what  per  cent,  and  what  sum  did  he  invest  in 
the  bonds  ? 

161.  Chicago,  Jan.  1st,  1860. 
$382.50. 

For  value  received  I promise  to  pay,  on  the  10th  day  of  June 
next,  to  S.  Brooks  or  order,  the  sum  of  three  hundred  and  eighty- 
two  dollars  and  fifty  cents,  with  interest  from  date,  at  7 per  cent. 

J.  Davis. 

Pequired  the  amount  of  the  above  note  at  the  time  of  settle- 
ment. 

162.  Bought  24  bbls.  of  flour  for  $168,  and  sold  ^ of  it  at 
$6.75  per  bbl.,  and  the  remainder  at  $7.50  per  bbl.  Did  I gain 
or  lose,  and  how  much  ? 

163.  If  gold  18,  21,  17,  19,  20  carats  fine  be  melted  together, 
what  will  be  the  fineness  of  the  compound  ? 

164.  In  the  center  of  a square  garden  there  is  an  artificial  cir- 
cular })ond,  covering  an  area  of  810  sq.  ft.,  which  is  one-tenth  of 


MISCELLANEOUS  QUESTIONS. 


211 


the  whole  garden ; hOw  many  rods  of  fence  will  enclose  the  gar- 
den ? 

165.  What  is  the  difference  between  Algebra  and  Arithmetic? 

166.  What  is  an  equation?  ^ 

167.  If  — aX — explain  the  reason  for  the  change  of 
signs. 

168.  What  is  Algebra  ? 

169.  Write  the  symbols  generally  used  in  Algebraic  formulas, 
and  give  the  signification  of  each. 

170.  Name  the  axioms.  What  is  the  meaning  of  Transposi- 
tion, and  what  is  the  occasion  of  its  use  ? 

171.  Find  the  value  of  x in  the  equation  — 3=5+0. 

.45  2 

172.  Solve^+?:^=|— ?:^+13. 

173.  What  is  Elimination?  How  many  equations  are  requi- 
site to  the  solution  of  a question  involving  two  or  more  unknown 
quantities  ? 

174.  Solve  by  elimination  by  addition  or  subtraction, 

x+5y=16. 

3x — 2y= — 3. 

175.  Solve  by  Substitution,  3x — 4y=8. 

2x--3y=5. 

176.  Solve  by  Comparison,  3ix  + 4|y=21. 

5x+2y=16. 

177.  What  is  a complete  quadratic  equation?  What  is  an  in- 
complete quadratic? 

178.  Solve  the  following : x^-v-5x=36. 

179.  Solve  the  following : 3x^+^x+8=41. 

180.  State  and  solve  the  following:  A and  B find  $120.  Had 
A found  $10  more,  and  B $10  less,  they  would  have  found  equal 
sums.  What  did  each  find  ? 

181.  State  and  solve  the  following : Three  numbers  are  equal 

to  280 ; one-third  of  the  second  equuls  the  first,  and  the  third  is 
50  less  than  one-half  the  second.  What  is  each  number  ? 

182.  If  a certain  number  be  increased  by  one-half  itself  qnd 


212 


THE  COMPLETE  EXAMINER. 


the  sum  be  multiplied  by  the  number,  the  product  will  be  equal 
to  7 times  the  number  less  4.  What  is  the  number  ? 


X , 27, 
-T — +z  = 
2 3 


:4f. 


x+y-f3z==4f. 

183.  Prove  that  minus  multiplied  or  divided  by  minus  gives 
plus. 

184.  Find  the  greatest  common  divisor  of  and 

x^ +ax^ — a'^x — a"^. 


185.  If  the  difference  of  two  fractions  is  equal  to  2 show  thatp 

q 

times  their  sum  is  equal  to  q times  the  difference  of  their  squares. 

186.  Find  the  value  of  x in  -+5x — ’=c. 

a 

187.  Find  two  numbers  such  that  their  sum,  their  product,  and 
the  difference  squares  shall  be  all  equal  to  each  other. 

188.  What  is  the  present  value  of  an  annuity  of  $112.50,  to 
commence  at  the  end  of  10  years,  and  to  continue  20  years  at  4 
per  cent.? 

189.  What  are  the  different  modes  of  computing  logarithms? 
Which  is  the  most  convenient,  and  why  ? 

190.  Show  that  the  square  described  on  the  difference  of  two 
lines  is  equivalent  to  the  sum  of  the  squares  described  on  the 
lines  diminished  by  twice  the  rectangle  contained  by  the  lines. 
Give  the  Algebraic  expression  of  this  proposition. 

191.  Show  that  like  powers  or  roots  of  proportional  magnitudes 
are  proportional. 

192.  Show  that  the  distance  between  any  two  points  on  the 
surface  of  a sphere  is  less  if  measured  on  the  arc  of  a great  circle 
than  on  the  arc  of  a small  circle. 

193.  Show  that  the  sum  of  the  three  sides  of  a spherical  tri- 
angle is  less  than  the  circumference  of  a great  circle. 

194.  Make  the  diagram  of  any  arc  greater  than  90  degrees, 
with  its  sine,  cosine,  &c.,  designating  each  of  the  parts  below  the 
diagram  with  letters. 

195.  Give  the  modes  for  finding  any  unknown  parts  of  a right- 
angled  triangle. 


MISCELLANEOUS  QUESTIONS. 


213 

196.  Find  the  formula  for  the  sine  of  the  difference  of  two 
angles  or  arcs. 

197.  Give  the  three  equations  which  are  the  'primary  formulas 
of  spherical  trigonometry, 

198.  How"  many  modes  of  measuring  lands?  Describe  each 
process. 

199.  Give  a brief  account  of  the  different  systems  of  Astrono- 
my and  Kepler’s  laws. 

200.  Explain  the  variation  of  the  seasons  and  of  the  length  of 
days  and  nights. 

201.  Give  the  process  of  solving  the  sun’s  parallax  and  what 
is  known  as  to  the  parallax  of  any  fixed  star. 

202.  How  may  we  calculate  the  quantity  of  a solar  eclipse  at  a 
particular  place  ? 

203.  What  is  the  use  of  Axioms  in  Geometry? 

204.  Describe  four  different  Quadrilaterals.  Three  different 
kinds  of  Triangles. 

205.  What  is  Plane  Geometry?  Solid  Geometry?  A Straight 
Line  ? 

206.  How  many  right  angles  can  be  formed  about  a given 
point  ? 

207.  Demonstrate,  and  use  Algebraic  symbols,  if  desired : 

The  angles  of  a triangle  are  together  equal  to  two  right  angles. 

208.  When  two  straight  lines  cross  each  other  the  opposite  or  vertical 
angles  are  equal. 

209.  If  a straight  line  meet  two  parallel  straight  lines,  the  sum  of  the  - 
interior  angles  on  tbe  same  side  will  be  equal  to  two  right  angles. 

210.  If  all  the  sides  of  a polygon  are  produced  in  the  same  direction, 
the  sum  of  the  exterior  angles  will  be  equal  to  four  right  angles. 

211.  Tw^o  diagonals  of  any  parallelogram  mutually  bisect  each  other. 

212.  Any  two  triangles  having  two  angles  and  the  included  side  of  the 
one  equal  to  two  angles  and  the  included  side  of  the  other,  each  to  each, 
are  equal. 

213.  A triangle  is  equivalent  to  half  a parallelogram  of  equal  base  and 
altitude, 

214.  If  a straight  line  be  divided  into  two  parts,  the  square  described 
upon  the  whole  line  is  equal  to  the  sum  of  the  squares  described  upon  each 
of  the  parts,  increased  by  twice  the  rectangle  formed  by  the  two  parts. 
Formula : — (x+y)2=:x2+y2+2xy. 


214 


THE  COMPLETE  EXAMINER. 


216.  An  inscribed  angle  is  measured  by  half  the  arc  included  between  its 
sides. 

216.  The  angles  inscribed  in  the  same  segment  of  a circle  are  equal. 

217.  The  radius  perpendicular  to  a chord  bisects  the  chord  and  its  sub- 
tended arc. 

218.  To  find  the  center  of  a given  circle. 

219.  Parallelograms  of  equal  altitude  are  to  each  other  as  their  bases. 

220.  In  equal  circles,  equal  arcs  are  subtended  by  equal  chords. 

221.  If  we  wish  to  build  a hexagonal  brick  house,  at  what  an- 
gle shall  we  make  the  corner  brick  ? Give  the  reason  for  the 
conclusion. 

222.  How  many  circumstances,  and  what  are  they,  under  which 
triangles  are  alike  ? 

223.  How  will  you  occupy  the  attention  and  employ  the  time 
of  the  younger  class  of  pupils  while  they  are  in  the  school- 
room? 

224.  How  will  you  teach  the  Alphabet  ? 

225.  Will  you  allow  pupils  to  spell  out”  words  in  reading, 
and  to  what  extent? 

226.  What  will  you  recommend  for  the  first  study  of  a child 
who  has  learned  to  read  well  enough  to  take  up  a regular  study  ? 

227.  Enumerate  some  of  the  things  that  you  will  teach  orally. 

228.  Give  a schedule  of  the  course  of  study  you  will  recom- 
mend from  the  time  the  pupil  commences  the  study  of  books  to 
his  fourteenth  year. 

229.  What  special  means  will  you  employ  to  secure  the  inter- 
est and  co-operation  of  parents  ? 

230.  At  what  degree  of  temperature  will  you  keep  your  school- 
room ? 

231.  What  incentives  will  you  use  in  the  school-room? 

232.  What  plan  have  you  for  controlling  whispering? 

233.  What  plan  have  you  for  securing  punctuality? 

234.  What  should  be  the  aim  of  all  human  culture? 


FllflS. 


JhE  ]M/T10^yVE  ^EF(IEg  Of  T^EyVDERf. 


COMPLETE  IN  TWO  INDEPENDENT  PARTS. 


L 

THE  NATIONAL  READERS. 


By  PARKER  & WATSON. 


No.  1. — National  Primer 

• S4  PP»y 

$0  25 

No.  2. — National  First  Reader, . • 

. 728  pp^j,  76moy 

38 

No.  3. — National  Second  Reader,  . 

. 224  PP^y  76m0y 

63 

No.  4. — National  Third  Reader,  . 

. 2S8  pp^y  7 2mOj, 

1 00 

No.  5. — National  Fourth  Reader,  . 

. 482 pp.y  7 2mo, 

1 50 

No.  6. — National  Fifth  Reader, 

. 600  pp*y  72moy 

1 88 

National  Elementary  Speller,  . . 

. 760  ppoy  7 6mOf 

25 

National  Pronouncing  Speller,  . . 

. 788 pp,f  72mo^ 

50 

II. 

THE  INDEPENDENT  READERS. 

By  J.  MADISON  WATSON. 

The  Independent  First  Reader,  . . sopp.^^emo^  25 

The  Independent  Second  Reader,  . feopp,^/emo,  50 

The  Independent  Third  Reader,  . . pp,;,  ^emo,  -75 

The  Independent  Fourth  Reader,  . . ^6Upp.,  1 00 

The  Independent  Fifth  Reader,  . . sse pp.^,  ^2mo^  1 25 

The  Independent  Sixth  Reader,  . . 4.74. pp^^  /2mo,  1 50 

The  Independent  Child’s  Speller  (Script),  so pp,,  fomo,  25 
The  Independent  Youth’s  Speller  (Script),  — 

The  Independent  Spelling  Book,  . . foopp.,/omo,  25 


The  Readers  constitute  two  complete  and  entirely 
distinct  series,  either  of  which  is  adequate  to  every 
want  of  the  hest  schools.  The  Spellers  may  accompany 
either  Series. 


1 


JSTaHonat  Series  of  Standard  Sctiool-’^ooks, 


PAEKEE  & WATSOIJ’S  NATIONAL  EEADEES. 


The  salient  features  of  these  works  which  have  combined  to  render  them  6( 
popular  may  he  briefly  recapitulated  as  follows  : 

1.  THE  WOED-BUILDING  SYSTEM.— This  famous  progressive  method  fof 
young  children  originated  and  was  copyrighted  with  these  books.  It  constitutei 
a process  with  which  the  beginner  with  words  of  one  letter  is  gradually  intro- 
duced to  additional  lists  formed  li  y prefixing  or  affixing  single  letters,  and  is  thus 
Jed  almost  insensibly  to  the  mastery  of  the  more  difficult  constructions.  This  id 
one  of  the  most  striking  modern  improvements  in  methods  of  teaching. 

2.  TEEATMENT  OF  PROHUNOIATION. — The  wants  of  the  youngest  scholars 
in  this  department  are  not  overlooked.  It  may  he  said  that  from  the  first  lesson 
the  student  by  this  method  need  never  be  at  a loss  for  a prompt  and  accurate  ren- 
dering of  every  word  encountered. 

3.  AETIOULATION  AND  OETHOEPT  are  considered  of  primary  importance. 

4.  PUHOTUATION  is  inculcated  by  a series  of  interesting  reading  lessons,  thf 
simple  perusal  of  which  suffices  to  fix  its  principles  indelibly  upon  the  mind. 

5.  ELOOUTION.  Each  of  the  higher  Headers  (3d,  4th  and  5th)  contains  elabo- 
rate, scholarly,  and  thoroughly  practical  treatises  on  elocution.  This  feature  alone 
has  secured  for  the  series  many  of  its  warmest  friends. 

6-  THE  SELECTIONS  are  the  crowning  glory  of  the  series.  Without  excep- 
tion it  may  be  said  that  no  volumes  of  the  same  size  and  character  contain  a col- 
lection so  diversified,  judicious,  and  artistic  as  this.  It  embraces  the  choicest 
gems  of  English  literature,  so  arranged  as  to  afibrd  the  reader  ample  exercise  in 
every  department  of  style.  So  acceptable  has  the  taste  of  the  authors  in  this  de- 
partment proved,  not  only  to  the  educational  public  but  to  the  reading  community 
at  large,  that  thousands  of  copies  of  the  Fourth  and  Fifth  Readers  have  found 
their  way  into  public  and  private  libraries  throughout  the  country,  where  th^y  are 
in  constant  use  as  manuals  of  literature,  for  reference  as  well  as  perusal. 

7.  ARRANCjEMENT.  The  exercises  are  so  arranged  as  to  present  constantly 
alternating  practice  in  the  different  styles  of  composition,  while  observing  a defi- 
nite plan  of  progression  or  gradation  throughout  the  whole.  In  the  higher  books 
the  articles  are  placed  in  formal  sections  and  classified  topically,  thus  concentra- 
ting the  interest  and  inculcating  a principle  of  association  likely  to  prove  valu- 
able in  subsequent  general  reading. 

8.  NOTES  AND  BIOQEAPHKJAL  SKETCHES.  These  are  full  and  adequate 
to  every  want.  The  biographical  sketches  present  in  pleasing  style  the  history 
of  every  author  laid  under  contribution. 

9.  ILLUSTRATIONS.  These  arc  plentiful,  almost  profuse,  and  of  the  highest 
character  of  art.  They  are  found  in  every  volume  of  the  series  as  far  as  and  in- 
cluding the  Third  Reader. 

10.  THE  GRADATION  is  perfect.  Each  volume  overlaps  its  companion  pre- 
ceding or  following  in  the  series,  so  that  the  scholar,  in  passing  from  one  to  an- 
other, is  only  conscious,  by  the  presence  of  the  new  book,  of  the  transition. 

11.  THE  PRICE  is  reasonable.  The  National  Readers  contain  more  matter 
than  any  other  series  in  the  same  number  of  volumes  published.  Considering 
their  completeness  and  thoroughn(!Ss  they  are  much  the  cheapest  in  the  market. 

12.  BINDING.  By  the  use  of  a material  and  process  known  only  to  themselves, 
in  common  with  all  the  publications  of  this  house,  the  National  Readers  are  war- 
ranted to  outlast  any  with  which  they  may  be  compared-^the  ratio  of  relative  da* 
rabillty  being  in  their  flavor  as  two  to  one. 

2 


JV'ationat  Series  of  Standard  Schoot-'Books. 


WATSON’S  INDEPENDENT  EEADESS. 


This  Series  is  designed  to  meet  a general  demand  for  smaller  and  cheapea 
books  than  the  National  Series  proper,  and  to  serve  as  well  for  intermediate  vol- 
umes of  the  National  Eeaders  in  large  graded  schools  requiring  more  books  than 
one  ordinary  series  will  supply. 

Bsanty.  The  most  casual  observer  is  at  once  impressed  with  the  unparalleled 

mechanical  beauty  of  the  Independent  Eeaders.  The  Publishers  believe  that  the 
gesthetic  tastes  of  children  may  receive  no  small  degree  of  cultivation  frc  m their 
.very  earliest  school  books,  to  say  nothing  of  the  importance  of  making  study  at- 
tractive by  all  such  artificial  aids  that  arc  legitimate.  In  accordance  vrith  this 
view,  not  less  than  $25,000  was  expended  in  their  preparation  before  publishing, 
with  a result  which  entitles  them  to  be  considered  “The  Perfection  of  Common 
School  Books.” 

SslsctioHS.  They  contain,  of  course,  none  but  entirely  new  selections.  These 
are  arranged  according  to  a strictly  progressive  and  novel  method  of  developing 
the  elementary  sounds  in  order  in  the  lower  numbers,  and  in  all,  with  a viev/  to 
topics  and  general  literary  style.  The  mind  is  thus  led  in  fixed  channels  to  profi 
ciency  in  every  branch  of  good  reading,  and  the  evil  results  of  ‘ scattering  ’ as  prac- 
tised by  most  school-book  authors,  avoided. 

Ths  Illustrations,  as  may  be  inferred  from  what  has  been  said,  are  elegant 
beyond  comparison.  They  "are  profuse  in  every  number  of  the  series  from  the 
lowest  to  the  highest.  This  is  the  only  series  published  of  which  this  is  true. 

The  Type  is  semi-phonetic,  the  invention  of  Prof.  Watson.  By  it  every 
letter  having  more  than  one  sound  is  clearly  distinguished  in  all  its  variations 
without  in  any  way  mutilating  or  disguising  the  normal  form  of  the  letter. 

Elocution  is  taught  by  prefatory  treatises  of  constantly  advancing  grade  and 
completeness  in  each  volume,  which  are  illustrated  by  wood-cuts  in  the  lower 
books,  and  by  black-board  diagrams  in  the  higher.  Prof.  Watson  is  the  first  to 
introduce  Practical  Illustrations  and  Black-board  Diagrams  for  teaching  this 
branch.  ^ 

Foot  Notes  on  every  page  afford  all  the  incidental  instruction  which  the 
teacher  is  usually  required  to  impart.  Indices  of  words  refer  the  pupil  to  the 
place  of  their  first  use  and  definition.  The  Biographies  of  Authors  and  others 
are  in  every  sense  excellent.  " 

Economy.  Although  the  number  of  pages  in  each  volume  is  fixed  at  the 
minimum,  for  the  purpose  recited  above,  the  utmost  amount  of  matter  available 
without  overcrowding  is  obtained  in  the  space.  The  pages  are  much  wider  and 
larger  than  those  of  any  competitor  and  contain  twenty  per  cent  more  matter  than 
any  other  series  of  the  same  type  and  number  of  pages. 

All  tllO  Great  Eeatures.  Besides  the  above  all  the  popular  features  of  the 
National  Eeaders  are  retained  except  the  Word-Building  system.  The  lattei 
gives  place  to  an  entirely  new  method  of  progressive  development,  based  upon 
•ome  of  the  best  features  of  the  Word  System,  Phonetics  and  Object  Lessons. 


The  JV'ational  Series  of  Standa^'d  School-Toohs, 


NATIONAL  READERS. 


ORIGINAL  AND  “INDEPENDENT”  SERIES. 

BFHUim'Sti  TE3TimONlAX.S. 

From  D.  H.  Harris,  Public  School,,  Hannibal^  Mo. 

The  National  Series  of  Readers  are  now  in  use  in  our  public  schools,  and  I regard 
them  the  best  that  I have  ever  examined  or  used. 

From  IIoN.  J.  K.  Jillson,  ij-jpt.  of  Education.,  State  of  South  Carolina. 

I have  carefully  examined  your  new  and  beautiful  Series  of  Readers  known  as 
“ The  Independent  Readers,”  and  do  not  hesitate  to  recommend  it  as  the  finest  and 
most  excellent  ever  presented  to  the  public. 

From  D.  N.  Rook,  Sec.  of  School  Board.,  Williamsport.,  Pa. 

I v/oul  I say  that  Parker  & Watson’s  Series  of  Readers  and  Spellers  give  the  best 
satisfaction  in  our  schools  of  any  Series  of  Readers  and  Spellers  that  have  ever  been 
used.  There  is  nothing  published  for  which  we  would  exchange  them 

From  Prof.  H.  Seele,  New  Braunfels  Academy,  Texas. 

I recommend  the  National  Readers  for  four  good  reasons  : (1 ) The  printing,  en- 
graving, and  binding  is  excelPnt.  (2.)  They  contain  choice  selections  Irom  English 
Literature.  (3.)  They  inculcate  good  morals  without  any  sectarian  bias.  (4.)  They 
arc  truly  National,  because  they  teach  pure  patriotism  and  not  sectional  prejudice. 

From  S.  Findley,  Supi.  Akron  Schools,  Ohio. 

We  use  no  others,  and  have  no  desire  to.  They  give  entire  satisfaction.  We  like 
the  freshness  and  excellence  of  the  selections.  We  like  the  biographical  notes  and 
the  definitions  at  the  foot  of  the  page.  We  also  like  the  white  paper  and  clear  and 
beautiful  type.  In  short,  we  do  not  know  where  to  look  for  books  which  would  be 
so  satisfactory  both  to  teachers  and  pupils. 

From  Pres.  Robert  Alltn,  McKendree  College,  III. 

Since  my  connection  with  this  college,  we  have  used  in  our  preparatory  depart- 
ment the  Series  of  Readers  known  as  the  ‘'National  Readers,”  compiled  by  Parker 
& Watson,  and  publishe  I by  Messrs.  A.  S.  Barnes  & Co.  They  are  excellent ; atford 
choice  selections;  contain  the  right  system  of  elocutionary  instruction,  and  are 
well  printed  and  bound  so  as  to  be  serviceable  as  well  as  interesting.  I can  com- 
mend them  as  among  the  excellent  means  need  by  teachers  to  make  their  pupils 
proficient  in  that  noblest  of  school  arts.  Good  Reading. 

From  W.  T.  Harris,  Supt.  Public  Schools,  St.  Louis,  Mo. 

I have  to  admire  these  excellent  selections  in  prose  and  verse,  and  the  careful 
arrangement  v/hich  places  first  what  is  easy  of  comprehension,  and  proceeds  gradu- 
ally to  what  is  dihicLilt.  I find  the  lessons  so  arranged  as  to  bring  together  differ- 
ent treatments  of  the  same  topic,  thereby  throwing  much  light  on  the  pupil’s  path, 
and  I doubt  not  adding  greatly  to  his  progress.  The  proper  variety  of  subjects 
chosen,  the  concise  treatise  on  elocution,  the  beautiful  typography  and  substantial 
binding— all  these  I find  still  more  admirable  than  in  the  former  series  of  National 
Readers,  which  I considered  models  in  these  respects. 

From  H.  T.  Philltrs,  E?q.,  of  the  Board  of  Education,  Atlanta,  Ga. 

The  Board  of  Education  of  this  city  have  selected  for  use  in  the  public  schools 
of  Atlanta  the  entire  series  of  your  independent  Readers,  together  with  Steele’s 
(’hemistry  and  Philosophy.  As  a member  of  the  Board,  and  of  the  Committee  on 
Text-books,  the  subject  of  Readers  was  referred  to  me  for  examination.  I gave  a 
pretty  thorough  examination  to  ten  (10)  different  scries  of  Readers,  and  in  endea- 
voring to  arrive  at  a decision  upon  the  sole  question  of  merit,  and  entirely  inde- 
pendent of  any  extraneous  imluence,  I very  cordially  recommended  the  Independent 
Series.  This  verdict  was  approved  by  the  Committee  and  adopted  by  the  ^arcl. 

From  Report  o/’Rev,  W.  T.  Brantly,  D.D..  late  Professor  of  Belles  Leffres.  Univer- 
sity of  Georgia,  on  “■  Text-Books  in  Reading f before  the  Teachers'  Convention  of 

Georgia,  May  4.  1810. 

The  National  Series,  by  Parker  & Watson,  is  desendng  of  its  high  reputation. 
The  Primary  Books  arc  suited  to  the  weakest  capacity  ; whilst  those  more  advanced 
supply  instructive  illustration  on  all  that  is  needetl  to  be  known  in  connection  with 
the  art. 


4 


The  J\Tatio7ial  Series  of  Sta7idard  School-Sooks, 


WATSON’S  CHILD’S  SPELLER. 


THE  INEEPENEENT  CHILE’S  SPELLEE. 

SS  Cents. 

This  unique  book,  published  in  1872,  is  the  first  to  be  consistently  printed  in* 
imitation  of  writing ; that  is,  it  teaches  orthography  as  we  use  it.  It  is  for  th*. 
emallest  class  of  learners,  who  soon  become  familiarized  with  words  by  their  forma, 
and  learn  to  read  writing  while  they  spell. 

EXTRACT  FROM  THE  PREFACE. 

Sucaess  in  teaching  English  orthography  is  still  exceptional,  and  it  must  so  con- 
tinue until  the  principles  involved  are  recognized  in  practice.  Form  is  foremost : 
the  eye  and  the  hand  must  be  trained  to  the  formation  of  words  ; and  since  spelling 
is  a part  of  writing,  the  written  form  only  should  be  used.  The  laws  of  mental 
association,  also — especially  those  of  resemblance,  contrast,  and  contiguity  in  time 
and  place — should  receive  such  recognition  in  the  construction  of  the  text-book  as 
shall  insure,  whether  consciously  or  not,  their  appropriate  use  and  legitimate  re- 
sults. Hence,  the  spelling-book,  properly  arranged,  is  a necessity  from  the  first; 
and,  though  primers,  readers,  and  dictionaries  may  serve  as  aids,  it  can  have  no 
competent  bubstitute. 

Consistently  with  these  views,  the  words  used  in  the  Independent  Child’s  Speller 
have  such  original  classifications  and  arrangements  in  columns — in  reference  to 
location,  number  of  letters,  vowel  sounds,  alphabetic  equivalents,  and  consonant 
terminations — as  exhibit  most  effectively  their  formation  and  pronunciation.  The 
vocabulary  is  strictly  confined  to  the  simple  and  significant  monosyllables  in  com- 
mon use.  He  who  has  mastered  these  may  easily  learn  how  to  spell  and  pronounce 
words  of  more  than  one  syiUble. 

The  introduction  is  an  illustrn,ted  alphabet  in  script,  containing  twenty-six  pic- 
tures of  objects,  and  their  names,  commencing  both  with  capitals  and  small  letters. 
Part  First  embraces  the  words  of  one,  two,  and  three  letters;  Part  Second,  the 
words  of  four  letters  ; and  Part  Third,  other  monosyllables.  They  are  divided  into 
short  lists  and  arranged  in  columns,  the  vowels  usually  in  line,  so  as  to  exhibit  in- 
dividual characteristics  and  similarity  of  formation.  The  division  of  words  into 
paragraphs  is  shown  by  figures  in  the  columns.  Each  list  is  immediately  followed 
by  sentences  for  reading  and  writing,  in  which  the  same  words  are  again  presented 
with  irregularities  of  form  and  sound.  Association  is  thus  emplo.ved,  memory 
tested,  and  definition  most  satisfactorily  taught. 

Among  the  novel  and  valuable  features  of  the  lessons  and  exercises,  probably  the 
most  prominent  are  their  adaptedness  for  young  children  and  their  being  printed  in 
exact  imitation  of  writing.  The  author  believes  that  hands  large  enough  to  spin  a 
top,  drive  a hoop,  or  catch  a ball,  are  not  too  small  to  use  a crayon,  or  a slate  and 
pencil ; that  the  child’s  natural  desire  to  draw  and  M^ite  should  not  be  thwarted, 
but  gratified,  encouraged,  and  wisely  directed ; and  that  since  the  written  form  is 
the  one  actually  used  in  connection  with  spelling  in  after-life,  the  eye  and  the  hand 
of  the  child  should  be  trained  to  that  form  from  the  first.  He  hopes  that  this  little 
work,  designed  to  precede  all  other  spelling-books  and  conflict  with  none,  may 
satisfy  the  reed  so  universally  recognized  of  a fit  introduction  to  orthography, 
manship,  and  Fiigksh  composition. 


5 


The  JSTatlonal  Series  of  Sianda^'d  School-Tooki, 


The  hlational  Eeaders  and  Spellers. 

THEIR  RECORD. 

These  books  have  been  adopted  by  the  School  Boards,  or  official  authority,  of 
the  following  important  States,  cities,  and  towns— in  most  cases  for  exclusive  uo8 


The  State  of  Minnesota, 


The  State  of  Texas. 


The  State  of  Missouri. 


The  State  of  j?^labama. 

Tie  State  of  Horth  Carolina. 

The  State  of  Louisiana. 


btew  York. 

New  York  City. 
Brooklyn. 

Buffalo. 

K Ibany. 
Rochester. 

Troy. 

Syracuse. 

Elmira. 

&c.,  &c. 

Pennsylvania. 

Reading. 

Lancaster. 

Erie. 

Scranton. 

Carlisle. 

Carbon  dal 

Westchester. 

Schuylkill  Haven. 

William'''j>ort. 

Norristown. 

Bellcfonte. 

Wilkesbarre. 

&c.,  &c. 

New  Jersey. 

Newark. 

Jersey  City. 

Paterson. 

Trenton. 

Camden. 

Elizabeth. 

New  Brunswick. 

Phillipsburg. 

Orange. 

&c.,  &c. 

Delaware, 

Wilmington. 

D.  C. 

Washington. 


Illinois. 

Chicago. 

Peoria. 

Alton. 
Springfield. 
Aurora. 
Galesburg. 
Rockford. 
Rock  Island. 
<&c.,  &c. 


W isconsin. 

Milwaukee. 

Fond  du  Lac. 

Oshkosh. 

JanesviUe. 

Racine. 

Watertown. 

Sheboygan. 

La  Crosse. 
Waukesha. 
Kenosha. 

&c.,  cfec. 


Michigan. 
Grand  Rapids. 
Kalamazoo. 
Adrian, 
tiackson. 
Monroe. 
Lansing. 

&c.,  &c. 


Ohio, 

Toledo. 

Sandusky. 

Conneaut. 

•Chardon. 

Hudson. 

Canton. 

Salem. 

&c.,  &c. 


Indiana. 
New  Albany. 

Fort  Wayne. 

Lafayette. 

Madison. 

Jogan  sport.  ^ 
Indianapolis. 

Iowa. 

.Davenport. 

Bu’'iington. 

Muscatine. 

Mount  Pleasant. 
&c. 

Nebraska* 

Brownsville. 

Lincoln. 

&c. 

Oregon. 

Portland. 

Salem. 

&c. 

Virginia. 

Richmond. 

Norfolk. 

Petersburg. 

Lynchburg. 

&c. 

South  Carolina 

Columbia. 

Charleston. 

Georgia. 

Savannah. 

Louisiana. 
New  Orleans. 

Tennessee 

Memphis 


Tlw  'Educational  Bulletin  records  periodically  all  new  points  gained. 

6 


TJie  J\/'attonat  Series  of  Standard  SchoolSooks. 

SCHOOL-ROOM  CARDS. 

Baade’s  Reading  Case 

A frame  containing  movable  cards,  with  arrangement  for  showing 
one  sentence  at  a time,  capable  of  28,000  transpositions. 

Eureka  Alphabet  Tablet so 

Presents  the  alphabet  upon  the  Word  Method  System,  by  which  the 
child  will  learn  the  alphabet  in  nirie  days,  and  make  no  small  progress  in 
reading  and  spelling  in  the  same  time. 

National  School  Tablets,  lo  Nos.  . . . . .*o  oo 

Embrace  reading  and  conversational  exercises,  object  and  moral  les- 
sons, form,  color,  &c.  A complete  set  of  these  large  and  elegantly  illus- 
trated Cards  will  embellish  the  school-room  more  than  any  other  article 
of  furniture. 


READING. 


Fowle’s  Bible  Reader $100 

The  narrative  portions  of  the  Bible,  chronologically  and  topically  ar- 
ranged, judiciously  combined  with  selections  from  the  Psalms,  Proverbs, 
and  other  portions  which  inculcate  important  moral  lessons  or  the  great 
truths  of  Christianity.  The  embarrassment  and  difficulty  of  reading  the 
Bible  itself,  by  course,  as  a class  exercise,  are  obviated,  and  its  use  made 
feasible,  by  this  means. 

North  Carolina  First  Reader ^0 

North  Carolina  Second  Reader cs 

North  Carolina  Third  Reader i co 

Prepared  expressly  for  the  schools  of  this  State,  byC.  H.  Wiley,  Super- 
intendent of  Common  Schools,  and  F.  M.  Hubbard,  Professor  of  Litera- 
ature  in  the  State  University. 

Parker’s  Rhetorical  Reader l 00 

Designed  to  familiarize  Readers  with  the  pauses  and  other  marks  in 
general  use,  and  lead  thean  to  the  practice  of  modulation  and  inflection  of 
the  voice. 

Introductory  Lessons  in  Reading  and  Elo- 


cution   7S 

Of  similar  character  to  the  foregoing,  for  less  advanced  classes. 

High  School  Literature 3 50 


Admirable  selections  from  a long  list  of  the  world’s  best  writers,  for  ex- 
ercise in  reading,  oratory,  and  composition.  Speeches,  dialogues,  and 
model  letters  represent  the  latter  department. 

7 


27ie  JSTational  Series  of  Standard  School^^ooks^ 


ORTHOGRAPHY. 


SMITH’S  SERIES 

Supplies  a speller  for  every  class  in  graded  schools,  and  comprises  the  most  com- 
plete and  excellent  treatise  on  English  Orthography  and  its  companion 


branches  extant. 

1.  Smith’s  Little  Speller . .$  20 

First  Round  in  the  Ladder  of  Learning. 

2.  Smith’s  Juvenile  Definer 45 


Lessons  composed  of  familiar  words  grouped  with  reference  to  similar 
signification  or  use,  and  correctly  spelled,  accented,  and  defined. 

3.  Smith’s  Grammar-School  Speller ....  50 

Familiar  words,  grouped  with  reference  to  the  sameness  of  sound  of  syl- 
lables differently  spelled.  Also  definitions,  complete  rules  for  spelling  and 
formation  of  derivatives,  and  exercises  in  false  orthography. 

4.  Smith’s  Speller  and  Deflner’s  Manual  • 90 

A complete  School  Dictionary  containing  14,000  words,  with  various 
other  useful  matter  in  the  way  of  Rules  and  Exercises. 

5.  Smith’s  Etymology— Small,  75;  Complete  . 1 26 

The  first  and  only  Etymology  to  recognize  the  Anglo-Saxon  our  mothmr 
tongue  ; containing  also  full  lists  of  derivatives  from  th^  Latin,  Greek, 

Gaelic,  Swedish,  Norman,  &c.,  <fcc  ; being,  in  fact,  a complete  etymology 


of  the  language  f^or  schools. 

Sherwood’s  Writing  Speller  is 

Sherwood’s  Speller  and  Definer 15 


Sherwood’s  Speller  and  Pronouncer  ...  15 

The  Writing  Speller  consists  of  properly  ruled  and  numbered  blanks 
to  receive  the  words  dictated  by  the  teacher,  with  space  for  remarks  and 
corrections.  The  other  volumes  may  be  used  for  the  dictation  or  ordinary 
class  exercises. 

Price’s  English  Speller  *15 

A complete  spelling-book  for  all  grades,  containing  more  matter  than 
“Webster,”  manufactured  in  superior  style,  and  sold  at  a lower  price — 
consequently  the  cheapest  speller  extant. 

Northend’s  Dictation  Exercises  • • • • • 

Embracing  valuable  information  on  a thousand  topics,  communicated 
in  such  a manner  as  at  once  to  relieve  the  exercise  of  spelling  of  its  usual 
tedium,  and  combine  it  with  instruction  of  a general  character  calculated 
to  profit  and  amuse. 


Wright’s  Analytical  Orthography  ....  25 

This  standard  work  is  popular,  because  it  teaches  the  elementary  sounds 
in  a plain  and  philosophical  manner,  and  presents  orthography  and  or- 
thoepy in  an  easy,  uniform  system  of  analysis  or  parsing. 

Fowle’s  False  Orthography 45 

Exercises  for  correction. 


Page’s  Normal  Chart *3  76 

The  elementary  sounds  of  the  language  for  the  school-room  woUs. 

8 


The  JV'aHo7zal  Series  of  Standard  School-'Books, 


ORTHOGRAPH  Y-Continued. 

Barber’s  Critical  Writing  Speller 20  ds. 

“ The  Student’s  Own  Hand-Book  of  Orthography,  Definitions,  and  Sentences, 
consisting  of  Written  Exercises  in  the  Proper  Spelling,  Meaning,  and  Use  of 
Words.”  (Published  1873.)  This  differs  from  Sherwood’s  and  other  Writing 
Spellers  in  its  more  comprehensive  character.  Its  blanks  are  adapted  to  writing 
whole  sentences  instead  of  detached  words,  with  the  proper  divisions  for  number- 
ing, corrections,  etc.  Such  aids  as  this,  like  Watson’s  Child’s  Speller  and  Sher- 
wood’s Writing  Speller,  find  their  raison  (TUre  in  the  postulate  that  the  art  of  cor- 
rect spelling  is  dependent  upon  written,  and  not  upon  spoken  language,  for  its  util- 
ity, if  not  for  its  very  existence.  Hence  the  indirectness  of  purely  oral  instruction. 


ETYMOLOGY. 


Smith’s  Complete  Etymology, $1  25 

Smith’s  Condensed  Etymology 75 


Containing  the  Anglo-Saxon,  French,  Dutch,  German,  Welsh,  Danish,  Gothic, 
Swedish,  Gaelic,  Italian,  Latin,  and  Greek  Hoots,  and  the  English  words  derived 
herefrom  accurately  spelled,  accented,  and  defined. 


From  Hon.  Jno,  G.  McMtnn,  late-  State  Superintendent  of  Wisconsin. 

I wish  every  teacher  in  the  country  had  a copy  of  this  wmrk. 

From  Pkin.  Wm.  F.  Phelps,  Minn.  State  Normal. 

The  book  is  superb— just  what  is  needed  in  the  department  of  etymology  and 
spelling. 

From  Prop.  C.  H.  Yeerill,  Pa.  State  Normal  School. 

The  Etymology  (Smith’s)  which  we  procured  of  you  we  like  much.  It  is  the 
best  work  for  the  class-room  we  have  seen. 

From  Hon.  Edward  Ballard,  Supt.  of  Common  Schools.,  State  of  Maine. 

Many  a teacher  who  has  turned  his  attention  to  the  derivation  of  words  has 
rejoiced  in  the  helps  furnished  by  dictionaries  and  smaller  “hand-books,”  where 
his  taste  could  be  gratified,  and  the  labors  of  patient  students  have  been  available 
to  his  own  improvement.  A treatise  on  this  subject,  called  “A  Complete  Ety- 
mology of  the  English  Language,”  contains  very  much  information  in  a small  space. 
The  author,  W.  W.  Smith,  is  evidently  a lover  of  this  branch  of  study,  and  has  fur- 
nished a manual  of  singular  utility  for  its  purpose. 


DICTIONARY. 


The  Topical  Lexicon,  . . . .1  75 

This  v/ork  is  a School  Dictionary,  an  Etymology,  a compilation  of  synon;pis,  and 
a manual  of  general  information.  It  differs  from  the  ordinary  lexicon  in  being 
arranged  by  topics  instead  of  the  letters  of  the  alphabet,  thus  realizing  the  apparent 
paradox  of  a “Keadable  Dictionary.”  An  unusually  valuable  school-book. 

9 


The  JV'atlo7ial  Se)'les  of  Stancla^'d  School-^ooks, 


ENGLISH  GRAMMAR. 


CLARK’S  DIAGRAM  SYSTEM. 


Clark’s  Beginner’s  Grammar, 60 

(Published  1872.)  The  Beginner’s  Grammar  contains  illustrated  object-lessons 
of  the  most  attractive  character,  and  is  couched  in  language  freed  as  much  as  pos- 
sible from  the  dry  technicalities  of  the  science.  Part  I is  adapted  to  youngest 
scholars,  and  the  whole  forms  a complete  “brief  course ” in  one  volume. 

This  work  is  designed  to  take  the  place  of  the  same  author’s  well-known  “First 
Lessons,”  with  all  the  improvements  which  sixteen  years  of  additional  experience 
and  the  criticisms  of  our  best  teachers  ha\e  suggested.  It  is  fuller,  while  more 
simple,  than  its  predecessor,  more  space  being  given  to  examples  and  exercises. 
The  whole  subject  is  also  more  broadly  treated. 

Clark’s  Normal  Grammar, i oo 

Published  1870,  and  designed  to  take  the  place  of  Prof.  Clark’s  veteran  “Prac- 
tical” Grammar,  though  the  latter  is  still  furnished  upon  order. , The  Normal  is 
an  entirely  new  treatise.  It  is  a full  exposition  of  the  system  as  described  below, 
with  all  the  most  recent  improvements.  Some  of  its  peculiarities  are— A happy 
blending  of  Syntheses  with  Analyses  ; thorough  Criticisms  of  common  errors 
in  the  use  of  our  Language ; and  important  improvements  in  the  Syutax  of  Sen- 
tences and  of  Phrases. 

Clark’s  Key  to  the  Diagrams, i oo 

Clark’s  Analysis  of  the  English  Language,  • 60 

Clark’s  Grammatical  Chart, *3  75 

The  theory  and  practice  of  teaching  grammar  in  American  schools  is  meeting 
with  a thorough  revolution  from  the  "use  of  this  system.  While  the  old  methods 
offer  proficiency  to  the  pupil  only  after  much  weary  plodding  and  dull  memorizing, 
this  affords  from  the  inception  the  advantage  of  practical  Object  Teaching^  address- 
ing the  eye  by  means  of  illustrative  figures  ; furnishes  association  to  the  memory, 
its  most  powerful  aid,  and  diverts  the  pupil  by  taxing  his  ingenuity.  Teachers 
who  are  using  Clark’s  Grammar  unilbrmly  testify  that  they  and  their  pupils  find  it 
the  most  interesting  study  of  the  school  course. 

Like  all  great  and  radical  improvements,  the  system  naturally  met  at  first  with 
much  unreasonable  opposition.  It  has  not  only  outlived  the  greater  part  of  this 
opposition,  but  finds  many  of  its  warmest  admirers  among  those  who  could  not 
at  first  tolerate  so  radical  an  innovation.  All  it  wants  is  an  impartial  trial  to  con- 
vince the  most  skeptical  of  its  merit.  No  one  who  has  fairly  and  intelligently 
tested  it  in  the  school-room  has  ever  been  known  to  go  back  to  the  old  method. 
A great  success  is  already  established,  and  it  is  easy  to  prophecy  that  the  day  is 
not  far  distant  when  it  will  be  the  only  system  of  teaching  English  Grammar.  As 
fhe  System  is  copyrighted,  no  other  text-boo^s  can  appropriate  this  obvious  and 
great  improvement. 

♦ 

Welch’s  Analysis  of  the  English  Sentence,  • i 25 

Remarkable  for  its  new  and  simpfh  classification,  its  method  of  treating  connoo* 
tives,  its  explanations  of  the  idioms  and  constructive  laws  of  the  language,  etc. 

10 


The  JVahlonal  Series  of  Sia7idard  Schoot-Tooks. 


Olark’s  Diagram  English  Grammar. 

TESTIMONIALS. 

From  J.  A.  T.  Dubnin,  Principal  Dubuaue  R.  C.  Academy,  Iowa. 

In  my  opinion,  it  is  well  calculated  by  its  system  of  analysis  to  develop  those  rational 
faculties  which  in  the  old  systems  were  rather  left  to  develop  themselves,  while  tho 
‘memory  was  overtaxed,  and  the  pupils  discouraged. 

From  B.  A.  Cox,  School  Commissioner,  Warren  Coanty,  Illinois. 

I have  examined  150  teachers  in  the  last  year,  and  those  having  studied  or  taught 
Clark’s  System  have  universally  stood  fifty  per  cent,  better  examinations  th.an  thoeo 
•fcaving  studied  other  authors. 

From  M.  II.  B.  Bubket,  Principal  Masoma  Institute,  Georgetown,  Tenne.s.'ie.e. 

I traveled  two  years  amusing  myself  in  instructing  (exclusively)  Grammar  classes 
with  Clark’s  system.  The  first  class  I instructed  fifty  days,  but  found  that  this  was 
more  time  than  was  required  to  impart  a theoretical  knowledge  of  the  science. 
During  the  two  years  thereafter  I instructed  classes  only  thirty  days  each.  Invariably 
£ proposed  tha't  unless  1 prepared  my  classes  for  a. more  thorough,  miuute,  a:!.l  accu 
rate  knowledge  of  English  (Grammar  than  that  obtained  from  the  ordinary  books  and 
in  the  ordinary  way  in  from  one  to  two  years,  I would  make  no  charge.  I never 
failed  in  a solitary  case  to  far  exceed  the  hopes  of  my  classes,  and  made  money  and 
character  rapidly  as  an  instructor. 

From  A.  B.  Douglabs,  School  Commissioner,  Delaware  County,  New  York, 

I have  never  known  a class  pursue  the  study  of  it  under  a live  teacher,  that  has  not 
succeeded ; I have  never  known  it  to  have  an  opponent  in  an  educated  teacher  who 
had  investigated  it ; I have  never  known  an  ignorant  teacher  to  examine 

it ; I have  never  known  a teacher  who  has  used  it,  to  try  any  other. 

From  J.  A.  Doi>gb,  Teacher  and  Lecturer  on  English  Grammar,  Kentucky. 

We  are  tempted  to  assert  that  it  foretells  the  dawn  of  a brighter  age  to  our  mother- 
tongue.  Both  pupil  and  teacher  can  fare  sumptuously  upon  its  contents,  however 
highly  they  may  have  prized  the  manuals  into  which  they  may  have  been  initiate^ 
and  by  which  their  expressio;'Js  have  been  moulded. 

From  W.  T.  Chapman,  Superintendent  Public  Schools,  Wellington,  Ohio. 

I regard  Clark’s  System  of  Grammar  the  best  published.  For  teaching  the  analyst 
of  the  Engliph  Language,  it  surpasses  any  I ever  used. 

From  F.  S.  Lyon,  Principal  South  Norwalk  Union  School,  Connecticut. 

During  ten  years’  experience  in  teaching,  I have  used  six  different  autliors  on  the 
subject  of  English  Grammar.  I am  fully  convinced  that  Clark’s  Grammar  is  better 
calculated  to  make  thorough  grammarians  than  any  other  that  I have  seen. 

From  Catalogue  op  Rohkek’b  Commebcial  College,  St.  Louis,  Missouri. 

We  do  not  hesitate  to  assert,  without  fear  of  successful  contradiction,  that  a better 
knowledge  of  the  English  language  can  be  obtained  by  this  system  in  six  weeks  than 
by  the  old  methods  in  as  many  months. 

From  A.  Pickett,  President  of  the  State  Teachers'  Association,  Wisconsin. 

A thorough  experiment  in  the  use  of  many  approved  authox-s  upon  the  subject  of 
English  Grammar  has  convinced  me  of  ilie  superiority  of  Clarko  When  the  pupil  has 
completed  the  course,  he  is  left  upon  a foundation  of  principle,  and  not  upon  the  dic- 
of  the  author. 

From  Geo.  F.  McPabland,  Prin.  McAllisterville  Academy,  Juniatu  Co.,  Penn. 

At  the  first  examination  of  public-school  teachers  by  the  county  superintendent, 
when  one  of  our  student  teachers  commenced  analyzing  a sentence  according  to  Clark, 
the  superintendent  listened  in  mute  astonishment  until  he  had  finished,  then  asked 
what  that  meant,  and  finally,  with  a very  knowing  look,  said  such  work  wouldn’t  do 
here,  and  asked  the  applicant  to  parse  the  sentence  right,  and  gave  the  lowest  certifi- 
cates to  all  who  barely  mentioned  Clark.  Afterwards,  I presented  him  with  a copy, 
^nd  the  next  fall  he  permit  ted  it  to  be  partially  used,  while  the  third  o'  last  fall,  he 
.apenly  commended  the  system,  and  appointed  three  of  my  best  teacherr  to  explain  it 
at  the  two  Institutes  and  one  County  Convention  held  since  September. 

For  further  testimony  of  equal  force,  see  the  Publishers'  Special^  Cu^cular,  ex 
rrirr«it  numbers  of  the  Educational  Bulletin. 

11 


The  JSTational  Series  of  Sta?idard  Schoot-Tooks, 


GEOGRAPHY. 



NATIONAL  GEOGRAPHICAL  SYSTEM. 


THE  SERIES. 

f.  IVlonteith’s  First  Lessons  in  Geography,  . . , $ to 

II.  iVlonteith’s  New  Manual  of  Geography,  . • . 1 10 

III.  McNally’s  System  of  Geography, 2 00 

INTETIMEDTATE  OR  ALTERNATE  VOLUMES. 

I*.  Monteith’s  Introduction  to  Geography, 63 

2*.  IVlonteith’s  Physical  and  Political  Geography,  ...  1 88 


ACCESSORIES. 

Monteith’s  Wall  Maps  (per  set) *20  00 

Monteith’s  Manual  of  Map-Drawing  (Allen’s  System)  . 25 

Monteith’s  Map-Drawing  and  Object-Lessons,  . . 75 

Monteith’s  Map-Drawing  Scale,  .....  *25 

1.  PRACTICAL  OBJECT  TEACHING-.  The  infant  scholar  is  first  introduced 
to  a 'picture  whence  he  may  derive  notions  of  the  shape  of  the  earth,  the  phenom- 
ena of  day  and  night,  the  distribution  of  land  and  water,  and  the  great  natural 
divisions,  which  mere  words  would  fall  entirely  to  convey  to  the  untutored  mind. 
Other  pictures  follow  on  the  same  plan,  and  the  child’s  mind  is  called  upon  to  grasp 
no  idea  without  the  aid  of  a pictorial  illustration.  Carried  on  to  the  higher 
books,  this  system  culminates  in  Physical  Geography,  where  such  matters  as 
climates,  ocean  currents,  the  winds,  peculiarities  of  the  earth’s  crust,  clouds  and 
rain,  are  pictorially  explained  and  rendered  apparent  to  the  most  obtuse.  The 
illustrations  used  for  this  purpose  belong  to  the  highest  grade  of  art. 

2.  CLEAR,  BEAUTIFUL,  AND  CORRECT  MAPS.  In  the  lower  numbers  the 
maps  avoid  unnecessary  detail,  while  respectively  progressive,  and  aflbrding  the 
pupil  new  matter  for  acquisition  each  time  he  approaches  in  the  constantly  en- 
larging circle  the  point  of  coincidence  with  previous  lessons  in  the  more  ele- 
mentary books.  In  the  Physical  and  Political  Geography  the  maps  embrace  many 
new  and  striking  features.  One  of  the  most  efiective  of  these  is  the  new  plan  for 
displaying  on  each  map  the  relative  sizes  of  countries  not  represented,  thus  obvi- 
ating much  confusion  which  has  arisen  from  the  necessity  of  presenting  maps  in 
the  same  atlas  drawn  on  different  scales.  The  maps  of  “ McNally”  have  long  been 
celebrated  for  their  superior  beauty  and  completeness.  This  is  the  only  school- 
book in  which  the  attempt  to  make  a cmnplete  atlas  also  clear  and  distinct^  has 
been  successful.  The  map  coloring  throughout  the  series  is  also  noticeable. 
Delicate  and  subdued  tints  take  the  place  of  the  startling  glare  of  Inharmonious 
colors  which  too  frequently  in  such  treatises  dazzle  the  eyes,  distract  the  atten- 
tion, and  serve  to  overwhelm  the  names  of  towns  and  the  natural  features  of  the 
landscape. 


12 


7%e  JV'ationat  Series  of  Standard  School-^ooks, 


GEOGRAPHY-Continued. 

3,  THE  VARIETY  OF  MAP  EXERCISE.  Starting  each  time  from  a different 
basis,  the  pupil  in  many  instances  approaches  the  same  fact  no  less  than  S2£0 
times^  thus  indelibly  impressing  it  upon  his  memory.  At  the  same  time  this  sys- 
tem is  not  allowed  to  become  wearisome— the  extent  of  exercise  on  each  subject 
being  graduated  by  its  relative  importance  or  difficulty  of  acquisition. 

4.  THE  CHARACTER  AND  ARRANGEMENT  OF  THE  DESCRIPTIVE 
TEXT.  The  cream  of  the  science  has  been  carefully  culled,  unimportant  mattei; 
rejected,  elaboration  avoided,  and  a brief  and  concise  manner  of  presentation  cul- 
tivated. The  orderly  consideration  of  topics  has  contributed  greatly  to  simplicity. 
Due  attention  is  paid  to  the  facts  in  history  and  astronomy  which  are  inseparably 
connected  with,  and  important  to  the  proper  understanding  of  geography— and 
such  only  are  admitted  on  any  terms.  In  a word,  the  National  System  teaches 
geography  as  a science,  pure,  simple,  and  exhaustive. 

6.  ALWAYS  UP  TO  THE  TIMES.  Tl\e  authors  of  these  hooks,  editorially 
speaking,  never  sleen.  No  change  occurs  in  the  boundaries  of  countries,  or  of 
counties,  no  new  discovery  is  made,  cr  railroad  built,  that  is  not  at  once  noted 
and  recorded,  and  the  next  edition  of  each  volume  carries  to  every  school-room 
the  new  order  of  things. 

6.  SUPERIOR  GRADATION.  This  is  the  only  series  which  furnishes  an  avail- 
able volume  for  every  possible  class  in  graded  schools.  It  is  not  contemplated 
that  a pupil  must  necessarily  go  through  every  volume  in  succession  to  attain 
proficiency.  On  the  contrary,  two  will  suffice,  but  three  are  advised ; and  if  the 
course  will  admit,  the  whole  series  should  be  pursued.  At  all  events,  the  books 
are  at  hand  for  selection,  and  every  teacher,  of  every  grade,  can  find  among  them 
one  exactly  suited  to  his  class.  The  best  combination  for  those  who  wish  to 
abridge  the  course  consists  of  Nos.  1,  2,  and  3,  or  where  children  are  somewhat  ad- 
vanced in  other  studies  when  they  commence  geography.  Nos.  1*,  2,  and  3.  Where 
but  two  books  are  admissible.  Nos.  l*and  2*,  or  Nos.  2 and  3,  are  recommended. 

7.  FORM  OF  THE  VOLUMES  AND  MECHANICAL  EXECUTION.  The  maps 
^nd  text  are  no  longer  unnaturally  divorced  in  accordance  with  the  time-honored 
practice  of  making  text-books  on  this  subject  as  inconvenient  and  expensive  as 
'-ossible.  On  the  contrary,  all  map  questions  are  to  be  found  on  the  page  opposite 
.*ie  map  itself,  and  each  book  is  complete  in  one  volume.  The  mechanical  execu- 
tion is  unrivalled.  Paper  and  printing  are  everything  that  could  be  desired,  and 
the  binding  is — K.  S.  Barnes  and  Company’s. 

8.  MAP-DRAWING.  In  1869  the  system  of  Map-Drawing  devised  by  Professor 
Jerome  Allen  was  secured  excluswely  for  this  series.  It  derives  its  claim  to 
originality  and  usefulness  from  the  introduction  of  a Jixed  unit  of  measurement 
applicable  to  every  Map.  The  principles  being  so  few,  simple  and  comprehensive, 
the  subject  of  Map-Drawing  is  relieved  of  all  practical  difficulty.  (In  Nos.  2,  2*, 
and  3,  and  published  separately.) 

8.  ANALOGOUS  OUTLINES.  At  the  same  time  with  Map-Drawing  was  also  in- 
troduced (in  No.  2),  a new  and  ingenious  variety  of  Object  Lessons,  consisting  of  a 
comparison  of  the  outlines  of  countries  with  familiar  objects  pictorially  represen ted- 

13 


The  JVatiotial  senes  of  Standard  SchoolSooks. 

GEOGRAPHY— Continued. 

MONTEITH’S  COMPREHENSIVE  GEOGRAPHY. 

Frice  $X.60. 


This  book  (published  1872)  is  the  fruit  and  condensation  of  all  the  author’s  expe- 
rience. It  is  not  an  old  book  revamped — not  an  addition  to  any  series,  but  a hooTz 
by  itself ; complete,  independent,  comprehensive,  yet  simple,  brief,  cheap,  an 
popular.  A “ series  ” in  one  volume,  adequate  to  the  entire  common-school  courso 
It  presents  the  following  features,  skillfully  interw'oven— the  student  learning  all 
about  one  country  at  a time. 

or  the  Use  of  Maps,  of  which  the  work  con- 
tains ninety-eight  distinct  ones.  Important  features  of  the  Maps  are  the  colorino- 
of  States  as  objects,  and  the  care  taken  not  to  overcrowd  them  with  names  o*f 
secondary  importance. 


or  the  Natural  Features  of  the  Earth, 
illustrated  by  the  original  and  striking  Jielief  Maps,  being  bird’s-eye  views  or 
photographic  pictures  of  the  Earth’s  surface. 

including  the  Physical ; with  some 
account  of  Governments,  and  Races,  Animals,  etc. 

HISTOmCAX.  GBOSHAPHir,  or  a brief  summary  of  the  salient 
points  of  history,  explaining  the  present  distribution  of  nations,  origin  of  too- 
graphical  names,  etc.  - i * & 

JHATHSMATIOAI-  _ SE©®HAPHV,  including  Astkonomicax, 
which  describes  the  Earth  s position  and  character  among  planets : also  the  Zones 
Parallels,  etc.  ’ 

COMPARATEVB  or  a system  of  analogy,  con- 

necting  new  lessons  with  the  previous  ones.  Comparative  sizes  and  latitudes  arc 
shown  on  the  margin  of  each  Map,  and  all  countries  are  measured  in  the  frame 
of  Kansas."  - 

T0FIOAE  ®E®®RAPHir,  consisting  of  questions  for  review,  and 
testing  the  student  s general  and  specific  knowledge  of  the  subject,  with  sugees- 
tions  for  Geographical  Compositions. 

AHCTENT  A section  devoted  to  this  subject,  with 

Maps,  will  be  appreciated  by  teachers.  It  is  seldom  taught  in  our  common  schools 
because  it  has  heretofore  required  the  purchase  of  a separate  book.  ’ 

G-R APnXC  GE0GH APHITj  or  Map-Drawing  by  Allen’s  “ Unit  of 
Measurement  system  (now  almost  universally  recognized  as  without  a rival) 
introduced  throughout  the  lessons,  and  not  as  an  appendix.  ^ 

COHST^OTIVB  GSOSjSAPHy,  or  Globe-Making.  With  each 
book  a set  of  Map  Segments  is  furnished,  with  which  each  student  may  make  his 
own  Globe  by  following  the  directions  given. 


14 


The  J\rational  Series  o/  Standard  School-ltooks, 


The  National  System  of  Geography, 

By  Monteith  & McNally. 

ITS  RECORD. 

These  popular  text-books  have  been  adopted,  by  official  authority,  for  the  schools 
of  the  following  States,  cities,  and  associations— in  most  cases  for  exclusive  and 

STATES 

Ysbmont. 

Iowa. 

Louisiana 

CITIES. 


ASSOCIATIONS. 

The  Society  of  the  Christian  Brothers,  representing  40,000  puptls. 
The  Franciscan  Brothers,  8,000  pupils. 

American  Missionary  Bociett,  50,000  pupils. 


Monteith’s  Physical  and  Political  Geography. 

This  is  the  most  recently  published  of  the  Geographical  Series,  and  as  might 
have  been  anticipated,  was  very  warmly  received. 


TESTIMOINIALS  IN  BRIEF. 

The  more  I examine  the  better  I am  pleased.— J.  T.  Goohnow,  late  Ec.  Supt.  Kan. 
Has  no  superior  as  a text-book.— E.  J.  Thompson,  Supt.  Fillmore  Co.^  Mmn. 
Brief,  clear,  suggestive,  and  admirably  adapted.— E.  Conant,  Prin.  Vt.  Koivnal. 

It  is  a gem  of  a book.— E.  A.  Strong,  Su27t.  Public  Schools.,  Grand  Rapids,  Mch. 
The  best  adapted  we  have  seen. — O.  Faville,  late  State  Supt.,  loioa. 

A book  that  has  long  been  needed.— A.  J.  Kingman,  Supt.  McHenry  Co.,  111. 
Prepared  with  labor,  care,  and  well  adapted. —C.  B.  'B.Ai^^TiEiA.T:>,8upt.Kewburg,N'.7. 
The  best  Geography  ever  published. — J.  Hutchison,  Prin.  Boys'^Sch.  Jefferson,  La. 
I lik©  it  very  much.— A.  J.  Craig,  late  State  Supt.,  Wisconsin. 

Cannot  fail  to  awaken  a new  interest— Ve?Tnont  School  Journal.  [ Coll.,  Vd. 

A new  field  cultivated  with  great  success.— T.  C.  Johnson,  Pres.  Randolph  Macon, 
Contains  more  common  sense  ths,n  any  other.— J.  Angear,  Prin,  Madison  Ac.Io  wa, 

15 


Floriea. 
Minnesota  . 
North  Carolh?a. 
Kansas. 
Mississippi. 


Nashville. 

Utica. 

Yilmington. 

Prenton. 

Norfolk. 

Norv/ich. 

Lockport. 

Dubuque. 


Portland. 

Savannah. 

Indianapolis, 

Springfield. 

Wheeling. 

Toledo. 

Bridgeport, 

St.  Paul. 


uniform  use. 

Calipornia. 

Missouri. 

Alabama. 

Tennesssb. 


Louisville. 

Newark. 

Milwaukee. 

Charleston. 

Rochester. 

Mobile. 

Syracuse. 

Memphis. 


Texas.  • 

New  York  City. 
Brooklyn. 

New  Orleans. 

Buffalo. 

Richmond. 

Jersey  City, 

Hartford. 

Worcester. 


The  JYational  Series  of  Standard  Schoot-Sooks. 

Monteith  k McNally’s  National  Geographies. 

CRITICAL  OPINIONS. 

From  R.  A-  Adams,  Member  of  Board  of  Edmation^  New  York. 

I have  found,  hy  examination  of  the  Book  of  Supply  of  our  Board,  that  consid' 
erably  the  largest  number  of  any  series  now  used  in  our  public  schools  is  th4 
SJational,  by  Monteith  and  McNally. 

From  Bro.  Patrick,  Chief  Freycincial  of  the  Vast  Educational  Society  of  the 
Christian  Brothers  in  the  United  States. 

Having  been  convinced  for  some  time  past  that  the  series  of  Geographies  i» 
use  in  our  schools  were  not  giving  satisfaction,  and  came  far  short  of  meeting 
our  most  reasonable  expectations,  I have  felt  it  my  imperative  duty  to  examine 
into  this  matter,  and  see  if  a remedy  could  not  be  found. 

Copies  of  the  different  Geographies  published  in  this  country  have  been  placed 
at  our  command  for  examination.  On  account  of  other  pressing  duties  we  havd 
not  been  able  to  give  as  much  time  to  the  investigation  of  all  these  different  series 
as  we  could  have  desired ; yet  we  have  found  enough  to  convince  us  that  there  are 
many  others  better  than  those  we  are  now  using;  but  we  cheerfully  give  our  most 
decided  preference,  above  all  others,  to  the  National  Series,  by  Monteith  & McNally. 

Their  easy  gradation,  their  thoroughly  practical  and  independent  character, 
their  comprehensive  completeness  as  a full  and  accurate  system,  the  wise  dis- 
crimination shown  in  the  selection  of  the  subject  matter,  the  beautiful  and  copious 
illustrations,  the  neat  cut  type,  the  general  execution  of  the  works,  and  other  ex- 
cellencies.^ will  commend  them  to  the  friends  of  education  everywhere. 

From  the  “Home  Monthlt,”  Nashville.,  Tenn. 

Monteith’s  and  McNally’s  Geographies.— Geography  is  so  closely  con- 
nected with  Astronomy,  History,  Ethnology,  and  Geology,  that  it  is  difficult  to 
define  its  limits  in  the  construction  of  a text-book.  If  the  author  confines  himself 
strictly  to  a description  of  the  earth’s  surface,  his  book  will  be  dry,  meager,  and 
unintelligible  to  a child.  If,  on  the  other  hand,  he  attempts  to  give  information 
on  the  cognate  sciences,  he  enters  a boundless  field,  and  may  wander  too  far.  It 
seems  to  us  that  the  authors  of  the  series  before  us  have  hit  on  the  happy  medium 
between  too  much  and  too  little.  The  First  Lessons.,  by  applying  the  system  of 
object-teaching,  renders  the  subject  so  attractive  that  a child,  just  able  to  read, 
may  become  deeply  interested  in  it.  The  second  book  of  the  course  enlarges  tho 
view,  but  still  keeps  to  the  maps  and  simple  descriptions.  Then,  in  the  third 
book,  we  have  Geography  combined  with  History  and  Astronomy.  A general 
view  of  tae  solar  system  is  presented,  so  that  the  pupil  may  understand  the 
earth’s  position  on  the  map  of  the  heavens.  The  first  part  of  the  fourth  book 
treats  of  Physical  Geography,  and  contains  a vast  amount  of  knowledge  com- 
pressed into  a small  space.  It  is  made  bright  and  attractive  by  beautiful  pictures 
and  suggestive  illustrations,  on  the  principle  of  object-teaching.  The  maps  in 
the  second  part  of  this  volume  are  remarkably  clear,  and  the  map  exercises  are 
copious  and  judicious.  In  the  fifth  and  last  volume  of  the  series,  the  whole  sub- 
ject is  reviewed  and  systematized.  This  is  strictly  a Geography.  Its  maps  are 
beautifally  engraved  and  clearly  printed.  The  map  exercises  are  fuU  and  com- 
prehensive. In  all  these  books  the  maps,  questions  and  descriptions  are  given  in 
the  same  volume.  In  most  geographies  there  arc  too  many  details  and  minute 
descriptions— more  than  any  child  out  of  purgatory  ought  to  be  required  to  learn. 
The  power  of  memory  is  overstrained ; there  is  confusion— no  clearly  defined  idea 
is  formed  in  the  child’s  mind.  But  in  these  books,  in  brief,  pointed  descriptions, 
and  constant  nse  of  bright,  accurate  maps,  the  whole  subject  is  photographed  on 
the  mind.  10 


The  jyati07zal  Series  of  Standard  School-Tooks. 


MATHEMATICS. 


DAVIES’  NATIONAL  COURSE. 

ABITHMETIC. 

SLATED. 

1.  Davies’  Primary  Arithmetic,.  25  $ 82 

2.  Davies’  Intellectual  Arithmetic,  40  48 

3.  Davies’  Elements  of  Written  Arithmetic,.  . , . 50  60 

4.  Davies’  Practical  Arithmetic, 90  1 00 

Key  to  Practical  Arithmetic, 90 

5.  Davies’  University  Arithmetic, 1 40  1 50 

Key  to  University  Arithmetic, *1  40 

ALG-EBRA. 

1.  Davies’  New  Elementary  Algebra, *1  25  1 35 

Key  to  Elementary  Algebra, 25 

2.  Davies’  University  Algebra, 1 50  1 60 

Key  to  University  Algebra, *1  50 

3.  Davies’  New  Bourdon’s  Algebra, 2 25  2 88 

Key  to  Bourdon’s  Algebra, *2  25 

GEOMETRY. 

1.  Davies’  Elementary  Geometry  and  Trigonometry,  1 40  1 50 

2.  Davies’  Legendre’s  Geometry, 2 25  2 88 

3.  Davies’  Analytical  Geometry  and  Calculus,  ...  2 50  2 63 

4.  Davies’  Descriptive  Geometry, 2 75  2 88 

5.  Davies’  New  Calculus, 2 00 

MENSURATION. 

1.  Davies’  Practical  Mathematics  and  Mensuration,  . 1 50  1 60 

2.  Davies’  Elements  of  Surveying, 2 50  2 63 

3.  Davies’  Shades,  Shadows,  and  Perspective,.  . . 3 75  3 88 

MATHEMATICAL  SCIENCE. 

Davies’  Grammar  of  Arithmetic, * 50 

Davies’  Outlines  of  Mathematical  Science, 00 

Davies’  Nature  and  Utility  of  Matnematics,  8vo,  ^2  00, 12mo,  *1  50 

Davies’  Metric  System,  *1  50 

Davies  & Peck’s  Dictionary  of  Mathematics, *5  00 

Davies’  Foundations  Mathematical  Science, * 25 

17 


JV'ationat  Series  of  Standard  Sc?iool-!Sooks, 


DAYIES’  ITATIONAL  COUESE  of  MATHEMATICS, 

ITSRECORD. 

In  claiming  for  this  series  the  first  place  among  American  text-bocks,  of  what 
ever  class,  the  Publishers  appeal  to  the  magnificent  record  which  its  volume} 
have  earned  during  the  thirty-jive  years  of  Dr.  Charles  Davies’  mathematical 
labors.  The  unremitting  exertions  of  a life-time  have  placed  the  modern  series  oil 
the  same  proud  eminence  among  competitors  that  each  of  its  predecessors  ha} 
successively  enjoyed  in  a course  of  constantly  improved  editions,  now  pounded  ttf 
their  perfect  fruition — for  it  seems  almost  that  this  science  is  susceptible  of' no 
further  demonstration. 

During  the  period  alluded  to,  many  authors  and  editors  in  this  department  havd 
started  into  public  notice,  and  by  borrowing  ideas  and  processes  original  with  Dr. 
Davies,  have  enjoyed  a brief  popularity,  but  are  now  almost  unknown.  Many  of 
the  series  of  to-day,  built  upon  a similar  basis,  and  described  as  “modern  books,” 
are  destined  to  a similar  fate ; while  the  most  far-seeing  eye  will  find  it  difficult  to 
fix  the  time,  on  the  basis  of  any  data  atiorded  by  their  past  history,  when  these 
books  will  cease  to  increase  and  prosper,  and  fix  a still  firmer  hold  on  the  aflection 
of  every  educated  American. 

One  cause  of  this  unparalleled  popularity  is  found  in  the  fact  that  the  enterprise 
of  the  author  did  not  cease  with  the  original  comxdeticn  of  his  books.  Always  a 
practical  teacher,  he  has  incorporated  in  his  text-books  from  time  to  time  the  ad- 
vantages of  every  improvement  in  methods  of  teaching,  and  every  advance  in 
science.  During  all  the  years  in  which  he  has  been  laboring,  he  constantly  sub- 
mitted his  own  theories  and  those  of  others  to  the  practical  test  of  the  class-room 
—approving,  rejecting,  or  modifying  them  as  the  experience  thus  obtained  might 
suggest.  In  this  way  he  has  been  able  to  produce  an  almost  perfect  series  of 
class-books,  in  which  every  department  of  mathematics  has  received  minute  and 
exhaustive  attention. 

Nor  has  he  yet  retired  from  the  field.  Still  in  the  prime  of  life,  and  enjoying  a 
ripe  experience  which  no  other  living  mathematician  or  teacher  can  emulate,  his 
pen  is  ever  ready  to  carry  on  the  good  work,  as  the  progress  of  science  may  de- 
mand. Witness  his  recent  exposition  of  the  “ Metric  System,”  which  received 
the  official  endorsement  of  Congress,  by  its  Committee  on  Uniform  Weights  and 
Measures.  

Davies’  System  is  the  acknowledged  National  Standaed  for  the 
United  States,  for  the  following  reasons 

1st.  It  is  the  basis  of  instruction  in  the  great  national  schools  at  West  Point 
and  Annapolis. 

2d.  It  has  received  the  qua^  endorsement  of  the  National  Congress. 

3d.  It  is  exclusively  used  in  the  public  schools  of  the  National  Capital. 

4th.  The  officials  of  the  Government  use  it  as  authority  in  all  cases  involving 
mathematical  questions. 

6th.  Our  great  soldiers  and  sailors  commanding  the  national  armies  and  navies 
were  educated  in  this  system.  So  have  been  a majority  of  eminent  scientists  in 
this  country.  All  these  refer  to  “ Davies  ” as  authority. 

6th.  A larger  number  of  American  citizens  have  received  their  education  from 
this  than  from  any  other  series. 

7th.  The  series  has  a larger  circulation  throughout  the  whole  country  than  any 
other,  being  extensively  used  in  every  State  in  the  Union. 

18 


JV'aHo7iat  Series  of  St U7idard  Schoot-^ooks. 


Davies’  National  Course  of  Mathematics. 

TESTIMOJSriAIiS. 

Fr<ym  L.  Vak  Bokkeleit,  State  Superintendent  Public  Instruction^  Maryland. 

The  series  of  Arithmetics  edited  by  Prof.  Davies,  and  published  by  your  firm. 
;iave  been  used  for  many  years  in  the  schools  of  several  counties,  and  the  city  oJ 
Paltimore,  and  have  been  approved  by  teachers  and  commissioners. 

Under  the  law  of  1865,  establishing  a uniform  system  of  Free  Public  Schools, 
these  Arithmetics  were  unanimously  adopted  by  the  State  Board  of  Education, 
after  a careful  examination,  and  are  now  used  in  all  the  Public  Schools  of  Mary- 
land. 

These  facts  evidence  the  hi^h  opinion  entertained  by  the  School  Authorities  ol 
the  value  of  the  series  theoretically  and  practically. 

From  Horace  Webster,  President  of  the  College  of  Mew  York. 

The  undersigned  has  examined,  with  care  and  thought,  several  volumes  of  Da- 
vies’ Mathematics,  and  is  of  the  opinion  that,  as  a whole,  it  is  the  most  complete 
and  best  course  for  Academic  and  Collegiate  instruction,  with  which  he  is  ac- 
quainted. 

From  David  N.  Camp,  State  Superintendent  of  Common  Schools^  Connecticut. 

I have  examined  Davies’  Series  of  Arithmetics  with  some  care.  The  language 
is  clear  and  precise ; each  principle  is  thoroughly  analyzed,  and  the  whole  so  ar. 
ranged  as  to  facilitate  the  work  of  instruction.  Having  observed  the  satisfactioq 
and  success  with  which  the  different  books  have  been  used  by  eminent  teachers, 
it  gives  me  pleasure  to  commend  them  to  others. 

From  J.  O.  Wilson,  Chairman  Committee  on  Text-Books^  Washington^  D.  C. 

I consider  Davies’  Arithmetics  decidedly  superior  vo  any  other  series,  and  in 
this  opinion  I am  sustained,  I believe,  by  the  entire  Board  of  Education  and  Corps 
of  Teachers  in  this  city,  where  they  have  been  used  for  several  years  past. 

From  John  L.  Campbell,  Professor  of  Mathematics.,  Wabash  College.,  Indiana. 

A proper  combination  of  abstract  reasoning  and  practical  illustration  is  the 
chief  excellence  in  Prof.  Davies’  Mathematical  works.  I prefer  his  Arithmetics, 
Algebras,  Geometry  and  Trigonometry  to  all  others  now  in  use,  and  cordially  re- 
commend them  to  all  who  desire  the  advancement  of  sound  learning. 

From  Major  J.  H.  Whittlesey,  Government  Inspector  of  Military  Schools. 

Be  assured,  I regard  the  works  of  Prof.  Davies,  with  which  I am  acquainted,  as 
by  far  the  best  text-books  in  print  on  the  subjects  which  they  treat.  I shall  cer- 
tainly encourage  their  adoption  wherever  a word  from  me  may  be  of  any  avail. 

From  T.  McO.  Ballantine,  Prof.  Mathematics  Cumberland  College.,  Kentucky. 

\ have  long  taught  Prof.  Davies’  Course  of  Mathematics,  and  I continue  to  lik® 
their  Vv^orking. 

From  Zows,  McLean  Bell,  B.  A.,  Prin.  of  Lower  Canada  College. 

I have  used  Davies’  Arithmetical  and  Mathematical  Series  as  text-books  in  the 
schools  under  my  charge  for  the  last  six  years.  These  I have  found  of  great  effi- 
cacy in  exciting,  invigorating,  and  concentrating  the  intellectual  faculties  of  the 
young. 

Each  treatise  serves  as  an  introduction  to  the  next  higher,  by  the  similarity  of 
its  reasonings  and  methods ; and  the  student  is  carried  forward,  by  easy  and 
gradual  steps,  over  the  whole  field  of  mathematical  inquiry,  and  that,  too,  in  a 
shorter  time  than  is  usually  occupied  in  mastering  a single  department.  I sincere- 
ly and  heartily  recommend  them  to  the  attention  of  my  fellow-teachers  in  Canada. 

From  D.  W.  Steele,  Prin.  Philekoian  Academy^  Cold  Springs.  Texas. 

I have  used  Davies’  Arithmetics  till  I know  them  nearly  by  heart.  A better 
jeries  of  school-books  never  were  published.  I have  recommended  them  until 
they  are  now  used  in  all  this  region  of  country. 


A large  mass  of  similar  “ Omnions  ” may  be  obtained  by  addressing  the  pub- 
lishers for  special  circular  for  Davies’  Mathematics.  New  recommendations  ar< 
published  in  current  numbers  of  the  Educational  Bulletin. 

19 


IThe  j\Tational  Series  of'  Standard  Schoot-'^ooks ^ 


MATHEMATICS-Continued. 

ARITHMETICAL  EXAMPLES. 

Reuck’s  Examples  in  Denominate  Numbers  $ so 
Reuck’s  Examples  in  Arithmetic i co 

These  volumes  diflfet  from  the  ordinary  arithmetic  in  their  peculiarly 
practical  character.  They  are  composed  mainly  of  examples,  and  afford 
the  most  severe  and  thorough  discipliue  for  the  mind.  While  a book 
which  should  contain  a complete  treatise  of  theory  and  practice  would  be 
too  cumbersome  for  every-day  use,  the  insufficiency  of  practical  examples 
has  been  a source  of  complaint. 

HIG-HER  MATHEMATICS. 

Church’s  Elements  of  Calculus 2 50 

Church’s  Analytical  Geometry 2 50 

Church’s  Descriptive  Geometry,  with  Shades, 

Shadows,  and  Perspective 4 00 

These  volumes  constitute  the  “West  Point  Course”  in  their  several 
' departments. 

Courtenay’s  Elements  of  Calculus  • • • . 3 oo 


A work  especially  popular  at  the  South. 

Hackley’s  Trigonometry  • 2 50 

With  applications  to  navigation  and  surveying,  nautical  and  practical 
geometry  and  geodesy. 

Peck’s  Analytical  Geometry i 75 

Peck’s  Practical  Calculus i 75 


APPLIED  MATHEMATICS. 

Peck’s  Ganot’s  Popular  Physics i "^5 

Peck’s  Elements  of  Mechanics 2 oo 

Peck’s  Practical  Calculus i 

Prof.  W G.  Peck,  of  Columbia  College,  has  designed  the  first  of  these  works  for 
the  ordinary  wants  of  schools  in  the  department  of  Natural  Philosophy.  The 
work  enjoys  a high  reputation.  ^ . 

The  Mechanics  and  Calculus  are  the  briefest  treatises  on  those  subjects  now 
published.  Their  methods  arc  purely  practical,  and  unembarrassed  by  the  details 
which  rather  confuse  than  simplify  science. 


SLATED  ARITHMETICS, 

This  consists  of  the  application  of  an  artificially  slated  ? urface  to  the  inner  cover 
of  a book,  with  llap  of  the  same  opening  oulwarcl,  so  that  students  may  reler  to 
the  book  and  use  the  slate  at  one  and  the  same  time,  and  as  though  the  slate  were 
detached.  When  folded  up,  the  slate  preserves  examples  and  memoranda  tiL 
needed.  The  material  used  is  as  durable  as  the  stone  slate.  The  addiUonal  cost 
of  books  thus  improved  is  trifliug. 

20 


The  JSTationai  Series  of  Standard  School-!Books. 


HISTORY. 


Monteilh’s  Youth’s  History, $76 

A History  of  the  Uiiited  States  for  beginners.  It  is  arranged  upon  the 
catechetical  plan,  with  illustrative  maps  and  engravings,  review  questions, 
dates  in  parentheses  (that  their  study  may  be  optional  with  the  younger 
class  of  learners),  and  interesting  Biographical  Sketches  of  all  persona 
who  have  been  prominently  identified  with  the  history  of  our  country, 

Willard’s  United  Slates,  School  edition,  . . . 140 

Do.  do.  University  edition,  . 2 25 

The  plan  of  this  standard  work  is  chronologically  exhibited  in  front  of 
the  title-page ; the  Maps  and  Sketches  are  found  useful  assistants  to  the 
memory,  and  dates,  usually  so  difficult  to  remember,  are  so  systematically 
arranged  as  in  a great  degree  to  obviate  the  difficulty.  Candor,  impar- 
tiality, and  accuracy,  are  the  distinguishing  features  of  the  narrative 
portion. 

Willard’s  Universal  History, . 2 25 

The  most  valuable  features  of  the  “ United  States”  are  reproduced  in 
. this.  The  peculiarities  of  the  work  are  its  great  conciseness  and  the 
prominence  given  to  the  chronological  order  of  events.  The  margin 
marks  each  successive  era  with  great  distinctness,  so  that  the  pupil  re- 
tains not  only  the  event  but  its  time,  and  thus  fixes  the  order  of  history 
firmly  and  usefully  in  his  mind.  Mrs,  Willard’s  books  are  constantly 
revised,  and  at  all  times  written  up  to  embrace  important  historical 
events  of  recent  date. 


Berard’s  History  of  England, i 75 

By  an  authoress  well  known  for  the  success  of  her  History  of  the  United 
States.  The  social  life  of  the  English  people  is  felicitously  interwoven, 
as  in  fact,  with  the  civil  and  military  transactions  of  the  realm. 

Ricord’s  History  of  Rome, i 75 

Possesses  the  charm  of  an  attractive  romance.  The  Fables  with  which 
this  history  abounds  are  introduced  in  such  a way  as  not  to  deceive  the 
inexperienced,  while  adding  materially  to  the  value  of  the  work  as  a reli- 
able index  to  the  character  and  institutions,  as  well  as  the  history  of  the 
Homan  people. 

Hanna’s  Bible  History, . i 23 

The  only  compendium  of  Bible  narrative  which  affords  a connected  and 
chronological  view  of  the  important  events  there  recorded,  divested  of  all 
superfluous  detail. 

Summary  of  History,  Complete 60 

American  History,  $0  40.  French  and  Eng.  Hist.  35 


A well  proportioned  outline  of  leading  events,  condensing  the  substance  of  the 
more  extensive  text-book  in  common  use  into  a series  of  statements  so  brief,  that 
every  word  may  be  committed  to  memory,  and  yet  so  comprehensive  that  it 
presents  an  accurate  though  general  view  of  the  whole  continuous  life  of  nations. 

ilarsh’s  Ecclesiastical  History, 2 oo 

Que^ions  to  ditto, 75 

Affording  the  History  of  the  Church  in  all  ages,  with  accounts  of  the 
pagan  world  during  Biblical  periods,  and  the  character,  rise,  and  progress 
of  all  Religions,  as  well  as  the  various  sects  of  the  wo-rs]iir>ers  of  Cbi'ist 
The  work  is  entirely  non-sectarian,  though  stiictly  catholic. 

Mill’s  History  of  the  Jews, i 76 

21 


The  JVatlonal  Series  oT  Sta7idard  School- Toohs. 


HISTORY— Continued. 

BARNES’  ONE-TERM  HISTORY. 

A Brief  History  of  the  United  Stales,  . • .$i  50 

This  is  probably  the  most  originai.  school-book  published  for  many  years, 
in  any  department.  A tew  of  its  claims  arc  the  Icllowing: 

1.  Brevity. — The  text  is  complete  for  Grammar  School  or  intermediate 
classes,  in  290  12mo  pages,  large  type.  It  may  readily  be  completed,  if  desired,  in 
one  term  of  study. 

2.  Comprehensiveness Though  so  brief,  tins  book  contains  the  pith  of  aU 

the  wearying  contents  of  the  larger  manuals,  and  a great  deal  more  than  the  mem- 
ory usually  retains  from  the  latter. 

3.  Interest  has  been  a prime  consideration.  Small  books  have  heretofore 
been  bare,  full  of  dry  statistics,  unattractive.  This  one  is  charmingly  written, 
replete  with  anecdote,  and  brilliant  with  illustration. 

1 Proportion  of  Events. -it  is  remarkable  for  the  discrimination  with 
which  the  different  portions  of  our  history  are  presented  according  to  their  im- 
portance. Thus  the  older  works  being  already  large  books  w^hen  the  civil  W'ar 
took  place,  give  it  less  space  than  that  accorded  to  the  Revolution. 

5.  Arrangement in  six  epochs,  entitled  respectively,  Discovery  and  Settle- 

ment, the  Colonies,  the  Revolution,  Growth  of  States,  the  Civil  War,  and  Current 
Events. 

6.  Catch  Word3  . — Each  paragraph  is  preceded  by  its  leading  thought  in 
prominent  type,  st^.nding  in  the  student’s  mind  for  the  whole  paragraph. 

7.  Key  Notes.  — Analogous  with  this  is  the  idea  of  grouping  battles,  etc., 
about  some  central  event,  which  relieves  the  sameness  so  common  in  such  de- 
scriptions, and  renders  each  distinct  by  some  striking  peculiarity  of  its  owm. 

8.  Foot  Notes.— These  are  crowded  with  interesting  matter  that  is  not 
strictly  a part  of  history  proper.  They  may  be  learned  or  not,  at  pleasure.  They 
are  certain  in  any  event  to  be  read. 

9.  Biographies  of  all  the  leading  characters  are  given  in  full  in  foot-notes. 

10.  Maps  . — Elegant  and  distinct  Maps  from  engravings  on  copper-plate,  and 
beautifully  colored,  precede  each  epoch,  and  contain  all  the  places  named. 

11.  Questions  are  at  the  back  of  the  book,  to  compel  a more  independent  use 
f f the  text.  Both  text  and  questions  are  so  worded  that  the  pupil  must  give  in- 
\ dligent  answers  in  his  own  words.  “ Yes  ” and  *‘No  ” will  not  do. 

12.  Historical  Becreations.— These  are  additional  questions  to  test  the  stu- 

dent’s knowledge,  in  review,  as : “What  trees  are  celebrated  in  our  history?” 
“ When  did  a fog  save  our  army  ? ” “ What  Presidents  died  in  office  ? ” “ When 

was  the  Mississippi  our  western  boundary  ? ” “ Who  said,  ‘ I would  rather  be 
right  than  President  ? ’”  etc. 

13.  The  Illustrations,  about  seventy  in  number,  are  the  work  of  our  best 
artists  and  engravers,  produced  at  great  expense.  They  are  vivid  and  interest- 
ing, and  mostly  upon  subjects  never  before  illustrated  in  a school-book. 

I'i.  DatOS.— Only  the  leading  dates  are  given  in  the  text,  and  these  are  so 
associated  as  to  assist  the  memory,  but  at  the  head  of  each  page  is  the  date  of  the 
event  first  mentioned,  and  at  the  close  of  each  epoch  a summary  of  events  and  dates. 

15.  The  Philosophy  of  History  is  studiously  exhibited— the  causes  and 
effects  of  events  being  distinctly  traced  and  their  interconnection  shown. 

16.  Impartiality.  — All  sectional,  partisan,  or  denominational  views  are 
avoided.  Facts  are  stated  after  a careM  comparison  of  all  authorities  without 
the  least  prejudice  or  favor. 

17.  Index.— A verbal  ihdex  at  the  close  of  the  book  perfects  it  as  a work  of 
reference. 

It  will  be  observed  that  the  above  are  all  particulars  ia  which  School  Histories 
have  been  signally  defective,  or  altogether  w'anting.  Many  other  claims  to  favor 
U shares  ia  oommon  with  its  predecessors. 

22 


The  jVational  Series  of  Standard  School-^ooks.' 


BAENES’  BEIEF  UNITED  STATES  HISTOEY. 


Already  prescribed  under  authority  of  law  for  exclusive  and  uniform  use  in  the 
public  schools  of  two  states — Texas  and  Arkansas.  Also  adopted  for  hundreds 
of  important  cities  and  towns— among  which  we  name  Brooklyn,  N.Y. ; Jersey 
City,  N.J. ; Scranton,  Pa. ; Wilmington,  Del. ; Portland,  Me. ; Springfield,  Mass. ; 
Louisville,  Ky. ; Vicksburg,  Miss. ; Madison,  Wis. ; Rochester,  Minn. ; Macon,  Mo. ; 
Springfield,  111.,  etc. 

Bomu  T^STIMOmAZ^S. 

Hon.  J.  M.  McKenzie,  Supt.  Pub.  Inst.,  Nebraska. 

I have  examined  your  “Brief  History  of  the  United  States,”  and  like  it  real  wdl; 
and  were  I teaching  a graded  school,  I think  I should  use  it  as  a text-book. 

From  Hon.  H.  B.  Wilson,  Supt.  Pub.  Inst.,  Minnesota. 

I have  read  with  much  interest  the  “ One-Term  History  of  the  United  States.”  I 
am  much  pleased  with  it.  In  my  judgment,  it  contains  all  of  the  United  States  his- 
tory that  the  majority  of  pupils  in  our  common  schools  can  spare  time  to  study. 

From  Pres.  Edward  Brooks,  Millersville  State  Normal  School,  Pa. 

It  is  a work  that  will  be  a favorite  with  teachers  and  pupils.  Its  scope  and  style 
especially  adapt  it  for  use  in  our  public  schools.  I cordially  commend  it  to  teachers 
desiring  to  introduce  an  interesting  and  practical  text-book  upon  this  subject. 

From  Pres.  Barker,  Buffalo  State  Normal  School.  N.  T. 

In  the  copy  of  your  “Brief  History,”  before  me,  the  important  items  to  be  learned 
in  history  sc'em  most  ingeniously  brought  out  and  kept  in  the  foreground.  These 
items  are  time,  pereonc,  places,  and  events.  It  has  the  appearance  of  an  exceedingly 
fresh  and  systematic  work.  I think  1 shall  put  it  into  my  classes 

From.  Proe.  Wm.  E.  Allen,  State  U/dv.  of^  Wisconsin. 

T think  the  author  of  the  new  “ Brief  History  of  the  United  States”  has  been  very 
successful  in  combining  brevity  with  sufficient  fullness  ajid  interest.  Particularly, 
he  has  avoided  the  excessive  number  of  names  and  dates  that  most  histories  con- 
tain. Two  features  that  I like  very  much  are  the  anecdotes  at  the  foot  of  the  page 
and  the  ''‘  Historical  Recreations in  the  Appendix.  The  latter,  I think,  is  quite  a 
neiv  feature,  and  the  other  is  very  well  executed. 

Frcrn  S.  G.  V/right,  Assist. -Supt.  Pub.  Inst.,  Kansas.  ^ 

It  is  with  extreme  pleasure  we  submit  our  recommendation  of  the  “ Brief  History 
of  the  United  States.”  It  meets  the  needs  of  young  and  older  children,  combining 
concision  with  perspicuity,  and  if  “brevity  is  the  soul  of  wit,”  this  “Brief  His- 
tory ” contains  not  onlj''  That  well-chosen  ingredient,  but  wisdom  sufficient  to  en- 
lighten those  students  who  are  wearily  longing  for  a “ne-w  departure”  from  certain 
old  and  uninteresting  pfesentations  of  fossilized  writers.  Yv  e congratulate  a pro- 
gressive public  upon  a progressive  book. 

F7'om  Hon.  Newton  Bateman,  Supt.  Pub.  Inst.,  Ulinois. 

Barnes’  One-Term  History  of  the  United  States  is  an  exceedingly  attractive  and 
spirited  little  book.  Its  claim  to  several  new  and  valuable  features  seems  well 
founded.  Under  the  form  of  six  well-defined  Epochs,  the  History  of  the  United 
States  is  traced  tersely,  yet  pithily,  from  the  earliest  times  to  the  present  day.  A 
good  map  precedes  each  epoch,  whereby  the  history  and  geography  of  the  period 
may  be  studied  together,  as  they  always  should  be.  The  syllabus  of  each  paragraph 
is  made  to  stand  in  such  bold  relief,  by  the  use  of  large,  heavy  type,  as  to  be  of 
much  m7iemonic  value  to  the  student.  The  book  is  written  in  a sprightly  and 
piquant  style,  the  interest  never  flagging  from  beginning  to  end — a rare  and  difficult 
achievement  in  works  of  this  kind. 

From  the  Chicago  Schoolmaster'^  {Editorial). 

A thorough  examination  of  Barnes’  Brief  History  of  the  United  States  brings  the 
examiner  to  the  conclusion  that  it  is  a superior  book  in  almost  every  respect.  The 
book  is  neat  in  form,  and  of  good  material.  The  type  is  clear,  large,  and  distinct. 
The  facts  and  dates  are  correct.  The  arrangement  of  topics  is  just  the  thing  needed 
in  a history  text-book.  By  this  arrangement  the  pupil  can  see  at  once  what  he  is 
expected  to  do.  The  topics  are  v/ell  selected,  embracing  the  leading  ideas  or  prin- 
cipal events  of  American  history.  . . . The  book  as  a whole  is  much  superior 
to  any  I have  examined.  So  much  do  I think  this,  that  I have  ordered  it  for  my 
class,  and  shall  use  it  in  my  school.  (Signed)  B.  W.  Baker. 

Baker’s  Brief  History  of  Texas, $i  25 

23 


Tlie  JV'ational  Series  of  Standard  SctiootSoohs^ 


PENMANSHIP. 


Beers’  System  of  Progressive  Penmanship. 

Per  dozen . .$1  68 

TMs  “ round  hand  ” system  of  Penmanship  in  twelve  numbers,  com- 
mends itself  by  its  simplicity  and  thoroughness.  The  first  four  numbers 
.’ire  primary  books.  Nos.  5 to  7,  advanced  books  for  boys.  Nos.  8 to  10, 
advanced  books  for  girls.  Nos.  11  and  12,  ornamental  penmanship. 

These  books  are  printed  from  steel  plates  (engraved  by  McLees),  and  are 
unexcelled  in  mechanical  execution.  Large  quantities  are  annually  sold. 

Beers’  Slated  Copy  Slips,  per  set *50 

All  beginners  should  practice,  for  a few  weeks,  slate  exercises,  familiar- 
izing them  with  the  form  of  the  letters,  the  motions  of  the  hand  and  arm, 

&c.,  &c.  These  copy  slips,  32  in  number,  supply  all  the  copies  found  in  a 
complete  seiies  of  writing-books,  at  a trifling  cost. 

PaysotijDunton&Scribner’s  Copy-B’ks.P  doz*l  80 

The  National  System  of  Penmanship,  in  three  distinct  series— (1)  Com- 
mon School  Series,  comprising  the  first  six  numbers ; (2)  Business  Series, 

Nos.  8,  11,*  and  12;  (3)  Ladies’  Series,  Nos.  7,9,  and  10. 

Fulton  & Eastman’s  Chirographic  Charts, *3  75 

To  embellish  the  school  room  walls,  and  furnisli  class  exercise  in  the 
elements  of  Penmanship. 

Payson’s  Copy-Book  Cover,  per  hundred  .*4  oo 

Protects  every  page  except  the  one  In  use,  and  furnishes  “lines”  with  propel 

slope  for  the  penman,  under.  Patented. 


National  Steel  Pens,  Card  with  all  kinds  ...  *15 

, Pronounced  by  competent  judges  the  perfection  of  American-made  pens,  an4 
superior  to  any  foreign  article. 


SCHOOL  SERIES. 

School  Pen,  per  gross,  . .$  60 
Academic  Pen,  do  . . 63 

Fine  Pointed  Pen,  per  gross  70 
POPULAR  SERIES. 
Capitol  Pen,  per  gross,  . . 1 00 
do  do  pr.  box  of  2 doz.  25 
Bullion  Pen  (imit.  gold)  pr.  gr.  75 
Ladies’  Pen  do  63 


Index  Pen,  per  gross  ...  75 
BUSINESS  SERIES. 


Albata  Pen,  per  gross,  . . 40 

Bank  Pen,  do  , . TO 

Empire  Pen,  do  . . 70 

Commercial  Pen,  per  gross  . 60 

Express  Pen,  do  . 75 

Falcon  Pen,  do  . 70 

Elastic  Pen,  do  . 76 


Stimpson’s  Scientific  Steel  Pen,  per  gross  .*2  oo 

One  forward  and  two  backward  arches,  ensuring  great  strength,  well- 
balanced  elasticity,  evenness  of  point,  and  smoothness  of  execution.  One 
gross  in  twelve  contains  a Scientific  (>old  Pen. 


Stimpson’s  Ink-Retaining  Holder,  per  doz.  .*2  oo 

A simple  apparatus,  whic..  does  not  get  out  of  order,  withholds  at  a 
single  dip  as  much  ink  as  the  pen  would  otherwise  realize  from  a dozen 
trips  to  the  inkstand,  which  it  supplies  with  moderate  and  easy  flow. 

Stimpson’s  Gold  Pen,  $3  oo;  with  Ink  Retainer*^  so 
Stimpson’s  Penman’s  Card, *60 

One  dozen  Steel  Pens  (assorted  points)  and  Patent  Ink-retaining  Pen 
bolder. 

24 


2"he  J^ationat  Series  of  Standard  Schoot‘'!Sooks. 


BOOK-KEEPING. 


Folsom’s  Logical  Book-keeping, 

Folsom’s  Blanks  to  Book-keeping,  . . . . 

This  treatise  embraces  the  interesting  and  important  discoveries 
of  Prof.  Folsom  (of  the  Albany  “ Bryant  & Stratton  College”),  the  par- 
tial enunciation  of  which  in  lectures  and  otherwise  has  attracted  so 
much  attention  in  circles  interested  in  commercial  education. 

After  studying  business  phenomena  for  many  years,  he  has  arrived 
at  the  positive  laws  and  principles  that  underlie  the  whole  subject  of 
Accounts ; finds  that  the  science  is  based  in  Value  as  a generic  term ; 
that  value  divides  into  two  classes  with  varied  species ; that  all  the 
exchanges  of  values  are  reducible  to  nine  equations ; and  that  all  the 
results  of  all  these  exchanges  are  limited  to  thirteen  in  number. 

As  accounts  have  been  universally  taught  hitherto,  without  setting 
out  from  a radical  analysis  or  definition  of  values,  the  science  has 
been  kept  in  great  obscurity,  and  been  made  as  difficult  to  impart  as 
to  acquire.  On  the  new  theory,  however,  these  obstacles  are  chiefly 
removed.  In  reading  over  the  first  part  of  it,  in  which  the  governing 
laws  and  principles  are  discussed,  a person  with  ordinary  intelligence 
will  obtain  a fair  conception  of  the  double  entry  process  of  accounts. 
But  when  he  comes  to  study  thoroughly  these  laws  and  principles  as 
there  enunciated,  and  works  out  the  examples  and  memoranda  which 
elucidate  the  thirteen  results  of  business,  the  student  will  neither  fail 
in  readily  acquiring  the  science  as  it  is,  nor  in  becoming  able  intelli- 
gently to  apply  it  in  the  interpretation  of  business. 


Smith  & Martin’s  Book-keeping, 

Smith  & Martin’s  Blanks, 

This  work  is  by  a practical  teacher  and  a practical  book-keeper. 
It  is  of  a thoroughly  popular  class,  and  will  be  welcomed  by  every 
one  who  loves  to  see  theory  and  practice  combined  in  an  easy,  con- 
cise, and  methodical  form. 

The  Single  Entry  portion  is  well  adapted  to  supply  a want  felt  in 
nearly  all  other  treatises,  which  seem  to  be  prepared  mainly  for  the 
use  of  wholesale  merchants,  leaving  retailers,  mechanics,  farmers, 
etc.,  who  transact  the  greater  portion  of  the  business  of  the  country, 
without  a guide.  The  work  is  also  commended,  on  this  account,  for 
general  use  in  Young  Ladies’  Seminaries,  where  a thorough  ground- 
ing in  the  simpler  form  of  accounts  will  be  invaluable  to  the  future 
housekeepers  of  the  nation. 

The  treatise  on  Double  Entry  Book-keeping  combines  all  the  ad- 
vantages of  the  most  recent  methods,  with  the  utmost  simplicity  of 
application,  thus  affording  the  pupil  all  the  advantages  of  actual  ex- 
perience in  the  counting-house,  and  giving  a clear  comprehension  of 
the  entire  subject  through  a judicious  course  of  mercantile  trans- 
actions. 

The  shape  of  the  book  is  such  that  the  transactions  can  be  pre- 
sented as  in  actual  practice ; and  the  simplified  form  of  Blanks — 
three  in  number— adds  greatly  to  the  ease  experienced  in  acquiring 
the  science.  e hr 


00 
4 50 


1 25 
*60 


25 


The  JSTationat  Series  of  Standard  Schoot-Tooks, 


DRAW  I N G. 


Chapman’s  American  Drawing  Book,  • • oo 

The  standard  American  text-book  and  authority  in  all  branches  of  art.  A com- 
pilation of  art  principles.  A manual  for  the  amateur,  and  basis  of  study  for  the  pro- 
fessional artist.  Adapted  for  schools  and  private  instruction. 

Contents.— “ Any  one  who  can  Learn  to  V/rite  can  Learn  to  Draw.” — Primary 
Instruction  in  Drawing.— liudiments  of  Dra wmg  the  Human  Head. — Rudiments  in 
Drawing  the  Human  Figure. — Rudiments  of  Drawing. — The  Flements  of  Geometry. — 
Perspective.— Of  Studying  and  Sketching  from  rNature.— Of  Painting.— Etching  and 
Engraving. — Of  Modeling. — Of  Composition  — Advice  to  the  American  Art-Student. 
The  work  is  of  course  magniflceiitiy  illustrated  wntii  all  the  original  designs. 

Chapman’s  Elementary  Drawing  Book,  . . i 50 

A Progressive  Course  of  Practical  Exercises,  or  a text-book  for  the  training  of  the 
eye  and  hand.  It  contains  the  elements  from  the  larger  work,  and  a copy  should 
be  in  the  hands  of  every  pupil;  while  a copy  of  the  ‘‘American  Drawing  Book,” 
named  above,  should  be  at  hand  for  reference  by  the  class.  ^ 

The  Little  Artist’s  Portfolio, *50 

25  Drawing  Cards  (progressive  patterns),  25  Blanks,  and  a fine  Artist’s  Pencil, 
all  in  one  neat  envelope. 

Clark’s  Elements  of  Drawing,  • • • • • . *i  oo 

A complete  course  in  this  graceful  art,  from  the  first  rudiments  of  outline  to  the 
finished  sketches  of  landscape  and  scenery. 

Fowle’s  Linear  and  Perspective  Drawing,  • *60 

For  the  cultivation  of  the  eye  and  hand,  v/ith  copious  illustrations  and  direc- 
tions for  the  guidance  of  the  unskilled  teacher. 

Monk’s  Drawing  Books — Six  Numbers,  per  set,  *2  25 

Each  book  contains  eleven  large  patterns,  with  opposing  blanks.  No.  1.  Elemen- 
tary Studies.  No.  2.  Studies  of  Foliage.  No.  3.  Landscapes.  No.  4.  Animals,  I. 
No.  5.  Animals,  II.  No.  6.  Marine  Views,  etc. 

Allen’s  Map-Drawing,  . . . 25cts.;  Scale,  25 

This  method  introduces  a new  era  in  Map-Drawing,  for  the  following  reasons:— 
1.  It  is  a system.  This  is  its  greatest  merit.— 2.  It  is  easily  understood  and  taught. 
—3.  The  eye  is  trained  to  exact  measurement  by  the  use  of  a scale.— 4.  By  no  spe- 
cial effort  of  the  memory,  distance  and  comparative  size  are  fixed  in  the  mind.— 
5,  It  discards  useless  construction  of  lines.-  6.  It  can  be  taught  by  any  teacher,  even 
though  there  may  have  been  no  previous  practice  in  Map-Drawing.— 7.  Any  pupil 
old  enough  to  study  Geography  can  learn  by  this  System,  in  a short  time,  to  draw 
accurate  maps.— 8.  The  System  is  not  the  result  of  theory,  but  comes  directly  from 
the  school-room.  It  has  been  thoroughly  and  successfully  tested  there,  with  all 
grades  of  pupils. — 9.  It  is  economical,  as  it  requires  no  mapping  plates.  It  gives 
the  pupil  the  ability  of  rapidly  drawing  accurate  maps. 

Ripley’s  Map-Drawing, i 25 

Based  on  the  Circle.  One  of  the  most  efficient  aids  to  the  acquirement  of  a 
knowledge  of  Geography  is  the  practice  of  map-drawing.  It  is  useful  for  the  same 
reason  that-  the  best  exercise  in  orthography  is  the  loriting  of  difficult  words. 
Sight  comes  to  the  aid  of  hearing,  and  a double  impression  is  produced  upon  the 
memory.  Knowledge  becomes  less  mechanical  and  more  intuitive.  The  student 
who  has  sketched  the  outlines  of  a country,  and  dotted  the  important  places,  is  little 
likely  to  forget  either.  The  impression  produced  may  be  compared  to  that  of  a 
traveller  who  has  been  over  the  ground,  while  more  comprehensive  and  accurate  in 
detail. 

26 


The  JV^aHonat  Series  of  Standard  Sc/iool^Toohs, 


MUSIC. 


Jepson’s  Music  Readers.  StoIs.  . . . Each,  75cts. 

These  are  not  Looks  from  which  children  simply  learn  songs,  par- 
rot-like,  but  teach  the  subject  progressively— the  scholar  learning  to 
read  music  by  methods  similar  to  those  employed  in  teaching  him  to 
read  printed  language.  Any  teacher,  however  ignorant  of  music,  pro- 
vided he  can,  upon  trial,  simply  sound  the  scale,  may  teach  it  without 
assistance,  and  will  end  by  being  a good  singer  himself.  The  “ Ele- 
mentary Music  Eeader,”  or  first  volume,  heretofore  issued  by  another 
publisher,  has  attained  results  in  the  State  of  Connecticut,  where  only 
It  has  been  known,  entirely  unprecedented  in  the  history  of  teaching 
music.  The  two  companion  volumes  carry  the  same  method  into  the 
higher  grades. 

Nash  & Bristow’s  Cantara.  No.  i,  $i.i5;  No.  3,  $i.40 

The  first  volume  is  a complete  musical  text-book  for  schools  of 
every  grade.  No.  2 is  a choice  selection  of  Solos  and  Part  Songs. 

The  authors  are  Directors  of  Music  in  the  public  schools  of  New  York 
City,  in  which  these  books  are  the  standard  of  instruction. 


Curtis’  Little  Singer, eo 

Curtis’  School  Vocalist,  i oo 

Kingsley’s  School-Room  Choir, ......  60 

Kingsley’s  Young  Ladies’  Harp, i oo 

Hager’s  Echo, ts 

Perkins’  Sabbath  Carols,  • • • • • • • • 35 

For  Sunday-schools. 


DEVOTION. 


Brooks’  School  Manual  of  Devotion,  • • . lo  75 

This  volume  contains  daily  devotional  exercises,  consisting  of  a 
hymn,  selections  of  Scripture  for  alternate  reading  bjr  teacher  and 
pupils,  and  a prayer.  Its  value  for  opening  and  closing  school  is 
apparent. 

Brooks’  School  Harmonist,  .......  *75 

Contains  appropriate  tunes  for  each  hymn  in  the  “ Manual  of  Devo- 
tion ” described  above. 

37 


The  JV*atio7ial  Series  of  Staiidard  Schoot^'Sooks, 


NATURAL  SCIENCE. 


FAMILIAR  SCIENCE. 

Norton  & Porter’s  First  Book  of  Science,  • H 75 

By  eminent  Professors  of  Yale  College.  Contains  the  principles  of  Natural 
Philosophy,  Astronomy,  Chemistry,  Physiology,  and  Geology.  Arranged  on  the 
Catechetical  plan  for  primary  classes  and  beginners.  - 

Chambers’ Treasury  of  Knowledge,  • ...  i 25 

Progressive  lessons  upon— common  things  which  lie  most  immediately 
around  us,  and  first  attract  the  attention  of  the  young  mind ; second^  common  objects 
from  the  Mineral,  Animal,  and  Vegetable  kingdoms,  manufactured  articles,  and 
miscellaneous  substances ; thirds  a systematic  view  of  Nature  under  the  various 
sciences.  May  be  used  as  a Reader  or  Text-book. 

NATURAL  PHILOSOPHY. 
Norton’s  First  Book  in  Natural  Philosophy,  i oo 

By  Prof.  Norton,  of  Yale  College.  Designed  for  beginners.  Profusely  illustrated, 
and  arranged  on  the  Catechetical  plan. 

Peck’s  Ganot’s  Course  of  Nat.  Philosophy,  . i 75 

The  standard  text-book  of  France,  Americanized  and  popularized  by  Prof.  Peck, 
of  Columbia  College.  The  most  magnificent  system  of  illustration  ever  adopted  in 
an  American  school-book  is  here  found.  For  intermediate  classes. 

Peck’s  Elements  of  Mechanics, 2 oo 

A suitable  introduction  to  Bartlett’s  higher  treatises  on  Mechanical  Philosophy, 
and  adequate  in  itself  for  a complete  academical  course. 

Bartlett’s  syithetic  aid  aialyiic  Mechanics,  • each  5 00 

Bartlett’s  Acoustics  and  Optics,  .....  3 so 

A system  of  Collegiate  Philosophy,  by  Prof.  Bartlett,  of  West  Point  Military 
Academy. 

Steele’s  14  Weeks  Course  in  Philos,  (see  p.  34)  i so 
Steele’s  Philosophical  Apparatus, ....  *125  oo 

Adequate  to  performing  the  experiments  in  the  ordinary  text-books.  The  article® 
will  be  sold  separately,  if  desired.  See  special  circular  for  details. 

GEOLOGY. 

Page’s  Elements  of  Geology, i 25 

A volume  of  Chambers’  Educational  Course.  Practical,  simple,  and  eminently 
calculated  to  make  the  study  interesting. 

Emmons’  Manual  of  Geology, i 25 

The  first  Geologist  of  the  country  has  here  produced  a work  worthy  of  his  repu- 
tation. 

Steele’s  14  Weeks  Course  (see  p.  34) i 50 

Steele’s  Geological  Cabinet, *40  oo 

Containing  125  carefully  selected  specimens.  In  four  parts.  Sold  separately,  if 
desired.  See  circular  for  details. 


28 


The  j^'^cCtionai  Series  of  Sianctai^d  School^!BookSm 


Peck’s  Ganot’s  Popular  Physics. 

TESTIMONIALS. 

From  Prof.  Alonzo  Collin,  Cornell  College^  Iowa. 

I am  pleased  with  it.  1 have  decided  to  introduce  it  as  a text-book. 

Frcnn  H.  F.  Johnson,  President  Madison  College,  Sharon,  MUn. 

I am  pleased  with  Peck’s  Ganot,  and  think  it  a magnificent  book. 

From  Prof.  Edward  Brooks,  Pennsylvania  State  Normal  Scltod. 

So  eminent  are  its  merits,  that  it  will  be  introduced  as  the  text-book  upon  ela 
mentary  physics  in  this  institution. 

From  H.  H.  Lockwood,  Professor  Natural  Philosophy  TJ.  S.  Naval  Academy. 

I am  so  pleased  with  it  that  I v/ill  probably  add  it  to  a course  of  lecturer  given  U 
the  midshipmen  of  this  school  on  physics. 

Fivm  Geo.  S.  Mackie,  Professor  Natural  EUcory  Vhirversity  of  Nashville,  Tenn. 

I have  decided  on  the  introduction  of  Peck’s  Ganot’s  Philosophy,  as  I am  satis* 
fied  that  it  is  the  best  book  for  the  purposes  of  my  pupils  that  1 have  seen,  con* 
bining  simplicity  of  explanation  with  elegance  of  illustration. 

From  W.  S.  McRae,  Superintendent  Yevay  Public  Schools,  Indiana. 

Having  carefully  examined  a number  of  text-books  on  natural  philosophy,  I do 
not  hesitate  to  express  my  decided  opinion  in  favor  of  Peck’s  Ganot.  The  matter, 
style,  and  illustration  eminently  adapt  the  work  to  the  popular  wants. 

From  Rev.  Samuel  McKinney,  D.D.,  PresH  Austin  College,  Huntsville,  Texas. 

It  gives  me  pleasure  to  commend  it  to  teachers.  I have  taught  some  classes  with 
it  as  our  text,  and  must  say,  for  simplicity  of  style  and  clearness  of  illustration,  I 
have  found  nothing  as  yet  published  of  equal  value  to  the  teacher  and  pupil. 

From  C.  V.  Spear,  Principal  Maplewood  Institute,  Pittsfield,  Mass. 

I am  much  pleased  with  its  ample  illustrations  by  plates,  and  its  clearness  and 
simplicity  of  statement.  It  covers  the  ground  usually  gone  over  by  our  higher 
classes,  and  contains  many  fresh  illustrations  from  life  or  daily  occurrences,  and 
new  applications  of  scientific  principles  to  such. 

From  J.  A.  Banfield,  Superintendent  Marshall  Public  Schools,  Michigan. 

I have  used  Peck’s  Ganot  since  1863,  and  with  increasing  pleasure  and  satisfac- 
tion each  term.  I consider  it  superior  to  any  other  work  on  physics  in  its  adapta- 
tion to  our  high  schools  and  academies.  Its  illustrations  are  superb — bettor 
than  three  times  their  number  of  pages  of  fine  print. 

From  A.  Schuyler,  Prof,  of  Mathem.atics  in  Baldwin  University,  Berea,  Ohio. 

After  a careful  examination  of  Peck’s  Ganot’s  Natural  Philosophy,  and  an  actual 
rest  of  its  merits  as  a text-book,  I can  heartily  recommend  it  as  admirably  adapted 
to  meet  the  wants  of  the  grade  of  students  for  which  it  is  intended.  Its  diagrams 
and  illustrations  are  unrivaled.  We  use  it  in  the  Baldwin  University. 

From  D.  C.  Van  Norman,  Principal  Tan  Norman  Institute,  New  York. 

The  Natural  Philosophy  of  M.  Ganot,  edited  by  Prof.  Peck,  is,  in  my  opinion, 
the  best  work  of  its  kind,  for  the  use  intended,  ever  published  in  this  country. 
Whether  regarded  in  relation  to  the  natural  order  of  the  topics,  the  precision  and 
clearness  of  its  definitions,  or  the  fullness  and  beauty  of  its  illustrations,  it  is  cer- 
tainly,  I think,  an  advance. 


For  many  similar  testimonials,  see  current  numbers  of  the  mastrated  Ed 
ftcational  Bobetin. 

29 


The  JV'ational  Se^Hes  of  Standard  School-Tooks. 


CHEMISTRY. 


Porter’s  First  Book  of  Chemistry,  • • • . Ii  oo 
Porter’s  Principles  of  Chemistry, 3 oo 

The  above  are  widely  known  as  the  productions  of  one  of  the  most  eminent  scien- 
tific men.  of  America.  The  extreme  simplicity  in  the  method  of  presenting  the 
science,  while  exhaustively  treated,  has  excited  universal  commendation. 

Darby’s  Text-Book  of  Chemistry, i 75 

Purely  a Chemistry,  divesting  the  subject  of  matters  comparatively  foreign  to  it 
(such  as  heat,  light,  electricity,  etc.),  but  usually  allowed  to  engross  too  much  atten- 
tion in  ordinary  school-books. 

Gregory’s  Organic  Chemistry, ^ so 

Gregory’s  Inorganic  Chemistry, ^ 50 

The  science  exhaustively  treated.  For  colleges  and  medical  students. 

Steele’s  Fourteen  Weeks  Course, i so 

A successful  efibrt  to  reduce  the  study  to  the  limits  of  a single  term^  thereby 
making  feasible  its  general  introduction  in  institutions  of  every  character.  The 
author’^s  felicity  of  style  and  success  in  making  the  science  pre-eminently  interest- 
ing  are  peculiarly  noticeable  features.  (See  page  34.) 

Steele’s  Chemical  Apparatus, *20  00 

Adequata  to  the  performance  of  all  the  important  experiments  in  the  ordinary 
text-book. 

Steele’s  New  Chemistry,  (see  p.  34)  ....  1 so 

Contains  the  new  nomenclatui'e. 

BOTANY. 

Thinker’s  First  Lessons  in  Botany,  ....  40 

For  children.  The  technical  terms  are  largely  dispensed  with  in  favor  of  an 
easy  and  familiar  style  adapted  to  the  smallest  learner. 

Wood’s  Object-Lessons  in  Botany,  ....  1 so 
Wood’s  American  Botanist  and  Florist,  . . 2 so 
Wood’s  New  Class-Book  of  Botany, ....  3 so 

The  standard  text-books  of  the  United  States  in  this  department.  ^ In  style  they 
are  simple,  popular,  and  lively ; in  arrangement,  easy  and  natural ; in  description, 
graphic  and  strictly  exact.  The  Tables  for  Analysis  are  reduced  to  a perfect  sys- 
tem. More  are  annually  sold  than  of  all  others  combined. 

Wood’s  Plant  Record, *7S 

A simple  form  of  Blanks  for  recording  observations  in  the  field. 


Wood’s  Botanical  Apparatus, *8  00 

A portable  Trunk,  containing  Drying  Press,  Knife,  Trowel,  Microscope,  and 
Tweezers,  and  a copy  of  Wood^s  Plant  Record — composing  a complete  outfit  for 
the  collector. 

Young’s  Familiar  Lessons, 2 do 

Darby’s  Southern  Botany, 3 00 

Embracing  general  Structural  and  Physiological  Botany,  with  vegetable  products, 
and  descriptions  of  Southern  plants,  and  a complete  Flora  of  the  Southern  States. 

30 


The  A'’af:io7ial  Series  of  Standarel  Srhoot-Took-s. 


WOOD’S  BOTANIES. 


rZ'ESXIlviLOIsri-A.LS. 

From  Pres.  R.  B.  Burleson,  Waco  University^  Texas, 

Wood’s  Botanies— books  that  meet  every  want  in  their  line. 

From  Prin.  J.  Gr.  Ralston,  Norristown  Seminary,^  Pa. 

We  find  the  Class-Book  ” entirely  satisfactory. 

Frrnn  Pres.  D.  F.  Bittle,  Boanoke  College^  Ya. 

Your  text-books  on  Botany  are  the  best  for  students. 

From  Prof.  W.  C.  Pierce,  Baldwin  University.,  Ohio. 

I think  his  Flora  the  best  we  have.  His  method  of  analysis  is  excellent. 

Frcrm  Prof.  Blakesleb,  State  Normal  School,  Potsdam,  N.  Y. 

It  is  adihirably  concise,  yet  it  does  not  seem  to  be.  deficient  or  obscure.  In  paper, 
print,  and  binding,  the  book  leaves  little  to  be  desired. 

From  Pres.  J.  M.  Gregory,  State  Agricultural  College,  III. 

I find  myself  greatly  pleased  with  the  perspicuity,  compactness,  and  complete- 
ness of  the  book  (Wood’s  Botanist  and  Florist).  I shall  recommend  it  freely  to  my 
friends. 

From  Prof.  A.  Winchell,  University  of  Michigan. 

I am  free  to  say  that  I had  been  deeply  impressed,  I may  say  almost  astonished, 
at  the  evidences  which  the  work  bears  of  skillful  and  experienced  authorship  in 
this  field,  and  nice  and  constant  adaptation  to  the  wants  and  conveniences  of 
students  of  Botany.  I pronounce  it  emphatically  an  admirable  text-book. 

From  Prof.  Richard  Owen,  University  of  Indiana. 

I am  well  pleased  with  the  evidence  of  philosophical  method  exhibited  in  the 
general  arrangement,  as  well  as  with  the  clearness  of  the  explanations,  the  ready 
intelligibility  of  the  analytical  tables,  and  the  illustrative  aid  furnished  by  the 
numerous  and  excellent  wood-cuts.  I design  using  the  work  as  a text-book  with 
my  next  class. 

From  Prin.  B.  R.  Anderson,  Columbus  Union  School,  Wisconsin. 

I have  examined  several  works  with  a view  to  recommending  some  good  text- 
book on  Botany,  but  I lay  them  all  aside  for  “ Wood’s  Botanist  and  Florist.”  The 
arrangement  of  the  book  is  in  my  opinion  excellent,  its  style  fascinating  and  attrac- 
tive, its  treatment  of  the  various  departments  of  the  science  is  thorough,  and  last, 
but  far  from  unimportant,  I like  the  topical  form  of  the  questions  to  each  chapter. 
It  seems  to  embrace  the  entire  science.  In  fact,  I consider  it  a complete,  attractive, 
and  exhaustive  work. 

From  M.  A.  Marshall,  New  Haven  High  School,  Conn. 

It  has  all  the  excellencies  of  the  well-known  Class-Book  of  Botany  by  the  same 
author  in  a smaller  book.  By  a judicious  system  of  condensation,  the  size  of  the 
Flora  is  reduced  one-half,  while  no  species  are  omitted,  and  many  new  ones  are 
added.  The  descriptions  of  species  are  very  brief,  yet  suflicient  to  identify  the 
plant,  and,  when  taken  in  connection  with  the  generic  description,  form  a complete 
description  of  the  plant.  The  book  as  a -whole  will  suit  the  wants  of  classes  better 
than  anything  I have  yet  seen.  The  adoption  of  the  Botanist  and  Florist  would 
not  require  the  exclusion  of  the  Class-Book  of  Botany,  as  they  are  so  arranged  that 
both  might  be  used  by  the  same  class. 

From  Prof.  G.  H.  Perkins,  University  of  Vermont  and  State  Agricultural  College. 

I can  truly  say  that  the  more  I examine  Wood’s  Class-Book,  the  better  pleased  I 
am  with  it.  In  its  illustrations,  especially  of  particulars  not  easily  observed  by  the 
student,  and  the  clearness  and  compactness  of  its  statements,  as  well  as  in  the  ter- 
ritory its  flora  embraces,  it  appears  to  me  to  surpass  any  other  work  I know  of. 
The  whole  science,  so  far  as  it  can  be  taught  in  a college  course,  is  well  presented, 
and  rendered  unusually  easy  of  comprehension.  The  mode  of  analysis  is  excellent, 
avoiding  as  it  does  to  a great  extent  those  microscopic  characters  which  puzzle  the 
beginner,  and  using  those  that  are  obvious  as  far  as  possible.  I regard  the  work  as 
a most  admirable  one,  and  shall  adopt  it  as  a text-book  another  year. 

31 


The  Jfationat  Series  of  Standard  Schoot-Sooks, 


PHYSIOLOG-Y. 

Jarvis’  Elements  of  Physiology, $75 

Jarvis’  Physiology  and  Laws  of  Health,  • i 

The  only  books  extant  which  approach  this  subject  with  a proper  view 
of  the  true  object  of  teaching  Physiology  in  schools,  viz.,  that  scholars 
may  know  how  to  take  care  of  their  own  health.  In  bold  contrast  with 
the  abstract  Anatomies^  which  children  learn  as  they  would  Greek  or 
Latin  (and  forget  as  soon),  to  discipline  the  mind^  are  these  text-books, 
using  the  science  as  a secondary  consideration,  and  only  so  far  as  is 
necessary  for  the  comprehension  of  the  laws  of  health. 

Hamilton’s  Vegetable  & Animal  Physiology,  l 25 

The  two  branches  of  the  science  combined  in  one  volume  lead  the  stu- 
dent to  a proper  comprehension  of  the  Analogies  of  Nature. 

Dana’s  Physiology,  Ethics,  and  Ethnology,  i 25 

Steele’s  Fourteen  Weeks  in  Phy.,  (see  p.  34)  i 50 

ASTRONOMY. 

Steele’s  Fourteen  Weeks’  Course, i so 

Reduced  to  a single  term,  and  better  adapted  to  school  use  than  any 
work  heretofore  published.  Not  written  for  the  information  of  scientific 
men,  but  for  the  inspiration  of  youth,  the  pages  are  not  burdened  with  a 
multitude  of  figures  which  no  memory  could  possibly  retain.  The  whole 
subject  is  presented  in  a clear  and  concise  form.  (See  p.  34.) 

Willard’s  School  Astronomy,  • • • • . . i oo 

By  means  of  clear  and  attractive  illustrations,  addressing  the  eye  in 
many  cases  by  analogies,  careful  definitions  of  all  necessary  technical 
terms,  a careful  avoidance  of  verbiage  and  unimportant  matter,  particular 
attention  to  analysis,  and  a general  adoption  of  the  simplest  methods, 

Mrs.  Willard  has  made  the  best  and  most  attractive  elementary  Astron- 
omy extant. 

McIntyre’s  Astronomy  and  the  Globes,  • • i 5D 

A complete  treatise  for  intermediate  classes.  Highly  approved. 

Bartlett’s  Spherical  Astronomy, 5 ou 

The  West  Point  course,  for  advanced  classes,  with  applications  to  the 
current  wants  of  Navigation,  Geography,  and  Chronology. 


NATURAL  HISTORY. 

Carl’s  Child’s  Book  of  Natural  History,  . . o 60 

Illustrating  the  Animal,  Vegetable,  and  Mineral  Kingdoms,  with  appli- 
cation to  the  Arts.  For  beginners.  Beautifully  and  copiously  illustrated. 


ZOOLOGY. 

Chambers’  Elements  of  Zoology,  • • • 

A complete  and  comprehensive  system  of  Zoology,  adapted  for  aca.« 
demic  instruction,  presenting  a systematic  view  of  the  Animal  Kingdom 
as  a portion  of  external  Nature. 


1 50 


National  Series  of  Standard  Schoot-^ooks^ 


Jarvis’  Physiology  and  Laws  of  Health. 

TESTIMONIALS. 

From  SAMtiEii  B.  McLane,  Superintendent  Public  Schools,  Keokuk^  Iowa. 

I am  glad  to  see  a really  good  text-book  on  this  much  neglected  branch.  This  is 
ilear,  concise,  accurate,  and  eminently  adapted  to  the  class-room. 

From  William  F.  Wyekb,  Principal  of  Academy,  West  Chesfer,  Pennsylva'tUa 

A thorough  examination  has  satisfied  me  of  its  superior  claims  as  a text-book  to  the 
attention  of  teacher  and  taught.  I shall  introduce  it  at  once. 

From  n.  R.  Sanford,  Princijial  of  East  Genesee  Conference  Seminary,  X.  V. 

“Jarvis’  Physiology”  is  received,  and  fully  met  our  expectations.  We  immediately 
adopted  it. 

From  Isaac  T.  Goodnow,  State  Superintendent  of  Kansas— published  in  connectUrn 
with  the  “ School  Laio." 

“ Jarvis*  Physiology,”  a common-sense,  practical  work,  with  just  enough  of  anat- 
omy to  understand  tlie  physiological  portions.  The  last  six  pages,  on  Man’s  Respon 
sibility  for  his  own  health,  are  worth  the  price  of  the  book. 

From  D.  W.  Stevens,  Superintendent  Public  Schools,  Fall  River^  Mass. 

I have  examined  Jarvis*  “ Physiology  and  T.aws  of  Health,”  which  you  had  the 
kindness  to  send  to  me  a short  time  ago.  In  my  judgment  it  is  far  the  best  work  of 
the  kind  within  my  knowledge.  It  has  been  adopted  as  a text-book  in  our  public 
schools. 

From  Henry  G.  Denny,  Chairman  Book  Committee,  Boston,  3£ass. 

The  very  excellent  “ Physiology  ” of  D..  Jarvis  I had  introduced  into  our  High 
School,  where  the  study  had  been  temporarily  dropped,  believing  it  to  be  by  far  the 
best  work  of  the  kind  that  had  come  under  my  observation;  indeed,  the  reintroduc- 
tion of  the  study  was  delayed  for  some  months,  because  Dr.  Jarvis’  book  could  not  be 
had,  and  we  were  unwilling  to  take  any  other. 

From  Prof.  A.  P.  Peabody,  D.D.,  LL.D.,  Harvard  University. 

* • I have  been  in  the  habit  of  examining  school-books  with  great  care,  and  I 
hesitate  not  to  say  that,  of  all  the  text-books  on  Physiology  which  have  been  given  to 
the  public,  Dr.  Jarvis’  deserves  the  first  place  on  the  score  of  accuracy,  thoroughness, 
method,  simplicity  of  statement,  and  constant  reference  to  topics  of  practical  interest 
and  utility. 

From  James  N.  Townsend,  Su2)erintendent  Public  Schools,  Hudson,  N,  Y. 

Every  human  being  is  appointed  to  take  charge  of  his  own  body ; and  of  all  books 
written  upon  this  subject,  I know  of  none  which  will  so  well  prepare  one  to  do  this  as 
“Jarvis’  Physiology” — that  is,  in  so  small  a compass  of  matter.  It  considers  the 
pure,  simple  laws  of  health  paramount  to  science ; and  though  the  work  is  thoroughly 
scientific,  it  is  divested  of  all  cumbrous  technicalities,  and  presents  the  subject  of  phy- 
sical life  in  a manner  and  style  really  charming.  It  is  unquestionably  the  best  text- 
book on  physiology  I have  ever  seen.  It  is  giving  great  satisfaction  in  the  schools  oi 
this  city,  where  it  has  been  adopted  as  the  standard. 

P'rom  L.  J.  Sanford,  M.D.,  Prof.  Anatomy  and  Physiology  in  Yale  College 

Books  on  human  physiology,  designed  for  the  use  of  schools,  are  more  generally  a 
failure  perhaps  than  are  school-books  on  most  other  subjects. 

The  great  want  in  this  department  is  met,  we  think,  in  the  well-written  treatise  of 
Dr.  Jarvis,  entitled  “ Physiology  and  Laws  of  Health.”  * * The  work  is  not  too 
detailed  nor  too  expansive  in  any  department,  and  is  clear  and  concise  in  all.  It  is 
not  burdened  with  an  excess  of  anatomical  description,  nor  rendered  discursive  by 
many  zoological  references.  Anatomical  statements  are  made  to  the  extent  of  quali- 
fying  the  student  to  attend,  understandingly,  to  an  exposition  of  those  functional  pro- 
eesses  which,  collectively,  make  up  health ; thus  the  laws  of  health  are  enunciated, 
and  many  suggestions  are  given  which,  if  heeded,  will  tend  to  its  preservation. 


1^"  For  further  testimony  of  similar  character,  see  current  numbers  of  tho  IBua 
Uated  Educational  Bulletin, 


The  JV'ationat  Series  of  Standard  School- !BooA:s, 


NATURAL  SCIENCE. 


“FOURTEEIT  WEEKS”  IN  EACH  BEANOH. 

By  J.  DORMAN  STEELE,  A.  M. 

Steele’s  14  Weeks  Course  in  Chemistry  8i  so 
iteele’s  14  Weeks  Course  in  Astronomy  • i 50 

Steele’s  14  Weeks  Course  in  Philosophy  • i so 

Steele’s  14  Weeks  Course  in  Geology.  • i so 

Steele’s  14  Weeks  Course  in  Physiology  • i so 

Our  Text-Books  in  these  studies  are,  as  a general  thing,  dull  and  uninteresting. 
They  contain  from  400  to  600  pages  of  dry  facts  and  unconnected  details.  They 
abound  in  that  which  the  student  cannot  learn,  much  less  remember.  The  pupU 
commences  the  study,  is  confused  by  the  line  print  and  coarse  print,  and  neither 
knowing  exactly  what  to  learn  nor  what  to  hasten  over,  is  crowded  through  the 
single  term  generally  assigned  to  each  branch,  and  frequently  comes  to  the  close 
without  a definite  and  exact  idea  of  a single  scientific  principle. 

Steele’s  Fourteen  Weeks  Courses  contain  only  that  which  every  well-informed 
person  should  know,  while  all  that  which  concerns  only  the  professional  scientist 
is  omitted.  The  language  is  clear,  simple,  and  interesting,  and  the  illustrations 
bring  the  subject  within  the  range  of  home  life  and  daily  experience.  They  give 
such  of  the  general  principles  and  the  prominent  facts  as  a pupil  can  make  famil- 
iar as  household  words  Vv^ithin  a single  term.  The  type  is  large  and  open ; there 
is  no  fine  print  to  annoy ; the  cuts  are  copies  of  genuine  experiments  or  natural 
phenomena,  and  are  of  fine  execution. 

In  fine,  by  a system  of  condensation  peculiarly  his  own,  the  author  reduces  each 
branch  to  the  limits  of  a single  term  of  study,  while  sacrificing  nothing  that  is  es- 
sential, and  nothing  that  is  usually  retained  from  the  study  of  the  larger  manuals 
in  common  use.  Thus  the  student  has  rare  opportunity  to  economize  his  time^  or 
rather  to  emifioy  that  which  he  has  to  the  best  advantage. 

A notable  feature  is  the  author’s  charming  “ style,”  fortified  by  an  enthusiasm 
over  his  subject  in  which  the  student  will  not  fail  to  partake.  Believing  that 
Natural  Science  is  full  of  fascination,  he  has  moulded  it  into  a form  that  attracts 
ihe  attention  and  kindles  the  enthusiasm  of  the  pupil. 

The  recent  editions  contain  the  author’s  “Practical  Questions”  on  a plan  never 
before  attempted  in  scientific  text-books.  These  are  questions  as  to  the  nature 
and  cause  of  common  phenomena,  and  are  not  directly  answered  in  the  text,  the 
design  being  to  test  and  promote  an  intelligent  use  of  the  student’s  knowledge ^of 
the  foregoing  principles. 

Steele’s  General  Key  to  his  Works-  • • - *i  so 

This  work  is  mainly  composed  of  Answers  to  the  Practical  Questions  and  Solu- 
tions of  the  Problems  in  the  author’s  celebrated  “Fourteen  Weeks  Courses  ” in 
the  several  sciences,  with  many  hints  to  teachers,  minor  Tables,  &c.  Should  ba 
on  every  teacher’s  desk. 


34 


Yhe  JSTaUonaZ  Series  of  Standard  School-^ooks, 


Steele’s  14  Weeks  in  each  Science. 

T IS  S T I M O INT I A li  S . 

Frcmi  L.  A.  Bikle,  President  N.  C.  College. 

I have  not  been  disappointed.  Shall  take  pleasure  in  introducing  this  series. 

From  J.  F.  Cox,  Prest.  Southern  Female  College^  Ga. 

I am  much  pleased,  with  these  books,  and  expect  to  introduce  them. 

From  J.  R.  Branham,  Prin.  Brownsville  Female  College^  Teim, 

They  are  capital  little  books,  and  are  now  in  use  in  our  institution. 

From  W.  H.  Goodaxe,  Professor  Eeadville  Seminary^  La. 

We  are  using  your  14  Weeks  Course,  and  are  much  pleased  with  them. 

From  W.  A.  Boles,  SupL  Shelbyville  Graded  School^  Ind. 

They  are  as  entertaining  as  a story  book,  and  much  more  improving  to  the  mind. 

From  S.  A.  Snow,  Principal  cf  High  School^  Uxbridge^  Mass. 

Steele’s  14  Weeks  Courses  in  the  Sciences  are  a perfect  success. 

From  John  W.  Doughty,  Newburg  Free  Academy^  N.  Y. 

I was  prepared  to  find  Prof.  Steele’s  Course  both  attractive  and  instructive.  My 
highest  expectations  have  been  fully  realized. 

From  J.  S.  Blackwell,  Prest.  Ghent  College.,  Ky. 

Prof.  Steele’s  unexampled  success  in  providing  for  the  wants  of  academic  classes, 
has  led  me  to  look  forward  with  high  anticipations  to  his  forthcoming  issue. 

From  J.  F.  Cook,  Prest.  La  Grange  College.,  Mo. 

I am  pleased  with  the  neatness  of  these  books  and  the  delightful  diction.  I have 
been  teaching  for  years,  and  have  never  seen  a lovelier  little  volume  than  the  As- 
tronomy. 

From  M.  W.  Smith,  Pnw.  cf  High  School.,  Morrison.,  Vd. 

They  seem  to  me  to  be  admirably  adapted  to  the  wants  of  a public  school,  con- 
taining, as  they  do,  a sufBciently  comprehensive  arrangement  of  elementary  nrin- 
ciples  to  excite  a healthy  thirst  for  a more  thorough  knowledge  of  those  sciences. 

From  J.  D.  Bartley,  Prin.  of  High  School.,  Concord.,  N.  H. 

They  are  just  such  books  as  I have  looked  for,  viz.,  those  of  interesting  style, 
not  cumbersome  and  filled  up  with  things  to  be  omitted  by  the  pupil,  and  yet  suf- 
ficiently full  of  facts  for  the  purpose  of  most  scholars  in  these  sciences  in  our  high 
schools;  there  is  nothing  but  what  a pupil  of  average  ability  can  thoroughly 
master. 

From  Alonzo  Norton  Lewis,  Principal  of  Parker  Academy,  Conn. 

I consider  Steele’s  Fourteen  Weeks  Courses  in  Philosophy,  Chemistry,  &c.,  the 
best  school-books  that  have  been  issued  in  this  country. 

As  an  introduction  to  the  various  branches  of  which  they  treat,  and  especially 
for  that  numerous  class  of  pupils  who  have  not  the  time  for  a more  extended 
course,  I consider  them  invaluable. 

From  Edward  Brooks,  Prin.  State  Normal  School,  Millersville,  Pa. 

At  the  meeting  of  Normal  School  Principals,  I presented  the  following  resolu- 
tion, which  w^as  unanimously  adopted:  '''' Pesolved,  That  Steele’s  14  Weeks 
Courses  in  Natural  Philosophy  and  Astronomy,  or  an  amount  equivalent  to  what 
is  contained  in  them,  be  adopted  for  use  in  the  State  Normal  Schools  of  Pennsyl- 
vania.” The  works  themselves  will  be  adopted  by  at  least  three  of  the  schools, 
and,  1 presume,  by  them  all. 


35 


JVational  Series  of  Sta^idard  School-^ooks. 


LITERATURE. 


Cleveland’s  Compendiums  ...  each,  $*2  50 

English  Litekature.  American  Literature. 

English  Literature  of  the  XIXth  Century. 

In  these  volumes  are  gathered  the  cream  of  the  literature  of  the  English  speak, 
ing  people  for  the  school-room  and  the  general  reader.  Their  reputation  is 
national.  More  than  125,000  copies  have  been  sold. 

Boyd’s  English  Classics each,  25 

Milton’s  Paradise  Lost.  Thomson’s  Seasons. 

Young’s  Night  Thoughts.  Pollok’s  Course  of  Time. 

Cowper’s  Task,  Table  Talk,  &c.  Lord  Bacon’s  Essays. 

This  series  of  annotated  editions  of  great  English  writers,  in  prose  and  poetry, 
is  designed  for  critical  reading  and  parsing  in  schools.  Ih*of.  J.  K.  Boyd  proves 
himself  an  editor  of  high  capacity,  and  the  works  themselves  need  no  encomium. 
As  auxiliary  to  the  study  of  Belles  Lettres,  etc.,  these  works  have  no  equal. 


Pope’s  Essay  on  Man *20 

Pope’s  Homer’s  Iliad  *80 


The  metrical  translation  of  the  great  poet  of  antiquity,  and  the  matchless 
' Essay  on  the  Nature  and  State  of  Man,”  by  Alexander  Pope,  afford  superior 
exercise  in  literature  and  parsing. 

Steele’s  Brief  History  of  Literature,  ...  1 so 


AESTHETICS. 


Huntington’s  Manual  of  the  Fine  Arts  . .*1  75 

A view  of  the  rise  and  progress  of  Art  in  different  countries,  a brief 
account  of  the  most  eminent  masters  of  Art,  and  an  analysis  of  the  prin- 
ciples of  Art.  It  is  complete  in  itself,  or  may  precede  to  advantage  tho 
critical  work  of  Lord  Karnes. 

Boyd’s  Karnes’  Elements  of  Criticism  • 75 

The  best  edition  of  this  standard  work ; without  the  study  of  which 
none  may  be  considered  proficient  in  the  science  of  the  Perceptions.  No 
other  study  can  be  pursued  with  so  marked  an  effect  upon  the  taste  and 
refinement  of  the  pupil. 


POLITICAL  ECONOMY. 


Champlin’s  Lessons  on  Political  Economy  1 25 

An  improvement  on  previous  treatises,  being  shorter,  yet  containing 
every  thing  essential,  with  a view  of  recent  questions  in  finance,  otc., 
which  is  not  elsewhere  found. 


36 


2yie  JSTational  Series  of  Standard  School-!Books. 


CLEVELAND’S  COMPENDIUMS. 


TESTI3S^01Sri-A.XiS- 

From  the  New  Englander. 

This  is  the  very  best  book  of  the  kind  we  have  ever  examined. 

From  George  B.  Emerson,  Esq.,  Boston, 

The  Biographical  Sketches  are  just  and  discriminating;  the  selections  are  admir- 
able, and  I have  adopted  the  work  as  a text-book  for  my  first  class. 

From  Prof.  Moses  Coit  Tyler,  of  the  Michigan  University. 

I have  given  your  book  a thorough  examination,  and  am  greatly  delighted  with 
it ; and  shall  have  great  pleasure  in  directing  the  attention  of  my  classes  to  a work 
which  afi’ords  so  admirable  a bird’s-eye  view  of  recent  “English  Literature.” 

From  the  Saturday  Review. 

It  acquaints  the  reader  with  the  characteristic  method,  tone,  and  quality  of  all  the 
chief  notabilities  of  the  period,  and  will  give  the  careful  student  a better  idea  of  the 
recent  history  of  English  Literature  than  nine  educated  Englishmen  in  ten  possess. 

From  the  Methodist  (Quarterly  Review.,  New  YorTc. 

This  work  is  a transcript  of  the  best  American  mind  ; a vehicle  of  the  noblest 
American  spirit.  No  parent  who  would  introduce  his  child  to  a knowledge  of  our 
country’s  literature,  and  at  the  same  time  indoctrinate  his  heart  in  the  purest  prin- 
ciples, need  fear  to  put  this  manual  in  the  youthful  hand. 

From  Rev.  C.  Peirce,  Principal.,  West  Newton.,  Mass. 

I do  not  believe  the  work  is  to  be  found  from  which,  within  the  same  limits,  so 
much  interesting  and  valuable  information  in  regard  to  English  writers  and  English 
literature  of  every  age,  can  be  obtained ; and  it  deserves  to  find  a place  in  all  our 
high  schools  and  academies,  as  well  as  in  every  private  library. 

From  the  Independent. 

The  work  of  selection  and  compilation — requiring  a perfect  familiarity  with  the 
whole  range  of  English  literature,  a judgment  clear  and  impartial,  a taste  at  once 
delicate  and  severe,  and  a most  sensitive  regard  to  purity  of  thought  or  feeling — has 
been  better  accomplished  in  this  than  in  any  kindred  volume  with  which  we  are 
acquainted. 

From  the  Christian  Examiner. 

To  form  such  a Compendium,  good  taste,  fine  scholarship,  familiar  acquaintance 
with  English  literature,  unwearied  industry,  tact  acquired  by  practice,  an  interest 
in  the  culture  of  the  young,  a regard  for  truth,  purity,  philanthropy,  religion,  as  the  ' 
highest  attainment  and  the  highest  beauty, — all  these  were  needed,  and  they  are 
united  in  Mr.  Cleveland.  ^ 


CHAMPLIN’S  POLITICAL  ECONOMY. 


From  J.  L.  Bothwell,  Prin.  Public  School  No.  lU.  Albany.,  N Y. 

T have  examined  Champlin’s  Political  Economy  with  much  pleasure,  and  shall  be 
pleased  to  put  it  into  the  hands  of  my  pupils.  In  quantity  and  quality  I think  it 
superior  to  anything  that  I have  examined. 

From  Pres.  N.  E.  Cobleigh,  East  Tennessee  Wesleyan  University. 

An  examination  of  Champlin’s  Political  Economy  has  satisfied  me  that  it  is  the 
book  I want.  For  brevity  and  compactness,  division  of  the  subject,  and  clear  state- 
ment, and  for  appropriateness  of  treatment,  I consider,  it  abetter  text-book  than 
any  other  in  the  market. 

From  the  Evening  Mail.,  New  York. 

A new  interest  has  been  imparted  to  the  science  of  political  economy  since  we 
have  been  necessitated  to  raise  such  vast  sums  of  money  for  the  support  of  the  gov- 
ernment. The  time,  therefore,  is  favorable  for  the  introduction  of  works  like  the 
above.  This  little  volume  of  two  hundred  pages  is  intended  for  beginners,  for  the 
common  school  and  academy.  It  is  intended  as  a basis  upon  which  to  rear  a more 
elaborate  superstructure.  There  is  nothing  in  the  principles  of  political  economy 
above  the  comprehension  of  average  scholars,  when  they  are  ; learly  set  forth.  This 
seems  to  have  been  done  by  President  Champlin  in  an  easy  and  graceful  manner. 

37 


The  JVationat  Series  of  iStanaarg  School  SooJbs, 

ELOCUTlON\ 


• . . .$0  25 

* Independent 


Watson’s  Practical  Elocution  • . 

Analytic  Elocution  ....  i 50 

se„tenc:f;?<;;;o"rh“  of  the  voice  aod  the 

for  instruction  in  classes,  illustrated  br4t?us''exfm;iS'® 

Sherwood’s  Self  Culture  .....  100 


S P E A K E B S. 

simple  and  attractive  pieces  for  children  under  tu^elve^yeaJrof  ase“‘““’“® 

Northend’s  Young  Declairner  . . , . , . *75 
Korthend’s  National  Orator .*1  25 

mediate  amlgrMimaf^iSssesres^^^  adapted  to  inter- 

Northend  s Entertaining  Dialogues  •...*!  25 
Swett  s Common  School  Speaker  . . . .*1  25 

Selections  from  recent  literature. 

Raymond’s  Patriotic  Speaker *2  00 

~C^mFOSITION,  &c. 

^ Composition  . 50 

child  important  art  feasible  for  the  smallest 

Child.  ^ By  a new  method,  to  induce  and  stimulate  thought. 

Boyd’s  Composition  and  Rhetoric  . . . l 50 

needful  or  can  be  desired  in 
ous  departments  and  styles  of  composition,  both  in  prose  and  rerse. 


Day’s  Art  of  Rhetoric 

\ of  definition,  ciear  limitation,  and  philosonhical 

iTfch  o^RhcSr-'’^ ' ‘a"..'”®®  *«ention’given  to  l3^ 

W a hrancn  of  Enetoric,  and  the  unequalled  analysis  of  stylo  ^ 

38 


1 26 


JYational  Series  of  Sia?idard  School‘d ^ooks^ 


MENTAL  PHILOSOPHY. 

— ^ ^ 

Mahan’s  Intellectual  Philosophy  . . . .$i  75 

The  subject  exhaustively  considered.  The  author  has  evinced  learn- 
ing, candor,  and  independent  thinking. 

Mahan’s  Science  of  Logic 2 04 

A profound  analysis  of  the  laws  of  thought.  The  system  possesses  the  / 

merit  of  being  intelligible  and  self  consistent.  In  addition  to  the  author’s 
carefully  elaborated  views,  it  embraces  results  attained  by  the  ablest 
minds  of  Great  Britain,  Germany,  and  France,  in  this  department. 

Boyd’s  Elements  of  Logic 1 25 

A systematic  and  philosophic  condensation  of  the  subject,  fortified  with 
additions  from  Watts,  Abercrombie,  Whately,  &c. 

Watts  on  the  Mind  ..........  50 

The  Improvement  of  the  Mind,  by  Isaac  Watts,  is  designed  as  a guide 
for  the  attainment  of  useful  knowledge.  As  a text-book  it  is  unparalleled  ; 
and  the  discipline  it  affords  cannot  be  too  highly  esteemed  by  the  edu- 
cator. 


MORALS. 

Peabody’s  Moral  Philosophy, l 25 

For  Colleges  and  High  Schools. 

Willard’s  Morals  for  the  Young  ....  *75 

’ Lessons  in  conversational  style  to  inculcate  the  elements  of  moral  phi- 
losophy. The  study  is  made  attractive  by  narratives  and  engravings. 


G O V^R  N M ENT. 

Howe’s  Young  Citizen’s  Catechism  ....  75 

Explaining  the  duties  of  District,  Town,  City,  County,  State,  and 
United  States  Officers,  with  rules  for  parliamentary  and  commercial  busi- 
ness— that  which  every  future  “ sovereign”  ought  to  know,  and  so  few 
are  taught. 

Young’s  Lessons  in  Civil  Government  . . 1 26 

A comprehensive  view  of  Government,  and  abstract  of  the  laws  show- 
ing the  rights,  duties,  and  responsibilities  of  citizens. 

Mansfield’s  Political  Manual  1 26 

This  is  a complete  view  of  the  theory  and  practice  of  the  General  and 
State  Governments  of  the  United  States,  designed  as  a text-book.  The 
author  is  an  esteemed  and  able  professor  of  constitutional  law,  widely 
known  for  his  sagacious  utterances  in  matters  of  statecraft  through  the 
public  press.  Recent  events  teach  with  emphasis  the  vital  necessity  that 
the  rising  generation  should  comprehend  the  noble  polity  of  the  Amer- 
ican government,  that  they  may  act  intelligently  when  endowed  with  ft 
voice  in  it. 


39 


J\Tationat  SeHes  of  Standard  Schoot-!Books^ 


MODERN  LANGUAGE. 


French  and  English  Primer, $ 

German  and  English  Primer, 

Spanish  and  English  Primer, 

The  names  of  common  objects  properly  illustrated  and  arranged  in  easy 
lessons. 

Ledru’s  French  Fables, 

Ledru’s  French  Grammar, 1 

Ledru’s  French  Reader, . . . • • • • • l 

The  author’s  long  experience  has  enabled  him  to  present  the  most  thor- 
oughly practical  text-books  extant,  in  this  branch.  The  system  of  pro- 
nunciation (by  phonetic  illustration)  is  original  -with  this  author,  and  will 
commend  itself  to  all  American  teachers,  as  it  enables  their  pupils  to  se- 
cure an  absolutely  correct  pronunciation  -without  the  assistance  of  a native 
master.  This  feature  is  peculiarly  valuable  also  to  “ self-taught”  students. 

The  directions  for  ascertaining  the  gender  of  French  nouns— also  a great 
Btumbling-block — are  peculiar  to  this  work,  and  will  be  found  remarkably 
competent  to  the  end  proposed.  The  criticism  of  teachers  and  the  test  of 
the  school-room  is  invited  to  this  excellenl;  series,  with  confidence. 

Worman’s  French  Echo,  • i 

, To  teach  conversational  French  by  actual  practice,  on  an  entirely  new 
plan,  which  recognizes  the  importance  of  the  student  learning  to  think  in 
the  language  whicli  he  speaks.  It  furnishes  an  extensive  vocabulary  of 
words  and  expressions  in  common  use,  and  suffices  to  free  the  learner 
from  the  embarrassments  which  the  peculiarities  of  his  own  tongue  are 
likely  to  be  to  him,  and  to  make  him  thoroughly  familiar  with  the  use 
of  proper  idioms. 

Worman’s  German  Echo, i 

On  the  same  plan.  See  W orman’ s German  Series,  page  29. 

Pujol’s  Complete  French  Class-Book,  ...  2 

Offers,  in  one  volume,  methodically  arranged,  a complete  French  courso 
—usually  embraced  in  series  of  from  five  to  twelve  books,  including  the 
bulky  and  expensive  Lexicon.  Here  are  Grammar,  Conversation,  and 
choice  Literature — selected  from  the  best  French  authors.  Each  branch 
is  thoroughly  handled ; and  the  student,  having  diligently  completed  the 
course  as  prescribed,  may  consider  himself,  without  further  application, 
au  fait  in  the  most  polite  and  elegant  language  of  modern  times. 

Maurice-Poitevin’s  Grammaire  Francaise,  • 1 

American  schools  are  at  last  supplied  with  an  American  edition  of  this 
famous  text-book.  Many  of  our  best  institutions  have  for  years  been  pro- 
curing it  from  abroad  rather  than  forego  the  advantages  it  offers.  The 
policy  of  putting  students  who  have  acquired  some  proficiency  from  the 
ordinary  text-books,  into  a Grammar  written  in  the  vernacular,  can  not; 
be  too  highly  commended.  It  affords  an  opportunity  for  finish  and  review 
at  once ; while  embodying  abundant  practice  of  its  own  rules. 

Joynes’  French  Pronunciation, 

Willard’s  Historia  de  los  Estados  Unidos, . 2 

The  History  of  the  United  States,  translated  by  Professors  Tolon  and 
Db  Tornos,  will  be  found  a valuable,  instructive,  and  entertaining  read- 
ing-book for  Spanish  classes.  . ^ 


10 

10 

10 

75 

00 

00 


25 


25 

25 


00 


30 

00 


The  J^ationat  Series  of  Standard  School~!Books, 


Pujol’s  Complete  French  Class-Book. 

TESTIMOIsTIAIiS. 

From  rnoF,  Elias  Peissner,  XJnion  College. 

I take  great  pleasure  in  recommending  Pujol  and  Van  Norman’s  French  Class 
Book,  as  there  is  no  French  grammar  or  class-hook  which  can  be  compared  with 
it  in  completeness,  system,  clearness,  and  general  utility. 

F*^om  Edward  North,  President  of  Hamilton  College. 

I have  carefidly  examined  Pujol  and  Yan  Norman’s  French  Class-Book,  and  rm 
satisfied  uf  its  superiority,  for  college  purposes,  over  any  other  heretofore  used. 
We  shall  not  fail  to  use  it  with  our  next  class  in  French. 

A.  CyuTis,  PrcsH  of  Cincinnati  Literary  and  Scientific  Institute. 

I am. confident  that  it  may  be  made  an  instrument  in  conveying  to  the  student, 
'n  from  six  months  to  a year,  the  ar,t  of  speaking  and  writing  the  French  with 
almost  native  fluency  and  propriety. 

Frrni  Hiram  Orcutt,  A.  M.,  Prin.  Glenwood  and  Tilden  Ladies"'  Seminaries. 

I have  used  Pujol’s  French  Grammar  in  my  two  seminaries,  exclusively,  for 
more  than  a year,  and  have  no  hesitation  in  saying  that  I regard  it  the  best  text- 
book in  this  department  extant.  And  my  opinion  is  confirmed  by  the  testimony 
of  Prof.  F.  Be  Launay  and  Mademoiselle  Marindin.  They  assure  me  that  the 
book  is  eminently  accurate  and  practical,  as  tested  in  the  school-room. 

From  Prof.  Theo.  F.  De  Fumat,  Hebrew  Educational  Institute.,  Memphis.,  Tenn. 

M.  Pujol’s  French  Grammar  is  one  of  the  best  and  most  practical  works.  The 
French  language  is  chosen  and  elegant  in  style — ^modern  and  easy.  It  is  far  su- 
perior to  the  other  French  class-books  in  this  country.  The  selection  of  the  con- 
versational part  is  very  good,  and  will  interest  pupils  ; and  beii  g all  completed  in 
only  one  volume,  it  is  especially  desirable  to  have  it  introduced  in  our  schools. 

From  Prof.  James  H.  Worman,  Bordentown  Female  College,  N.  J. 

The  work  is  upon  the  same  plan  as  the  text-books  for  the  study  ot  French  and 
English  published  in  Berlin,  for  the  study  of  those  who  have  not  the  aid  of  a 
teacher,  and  these  books  are  considered,  by  the  first  authorities,  the  best  books. 
In  most  of  our  institutions,  Americans  teach  the  modern  languages,  and  hereto- 
fore the  trouble  has  been  to  give  them  a text-book  that  would  dispose  of  the 
difficulties  of  the  French  pronunciation.  This  difficulty  is  successfully  removed 
by  P.  and  Van  N.,  and  I have  every  reason  to  believe  it  will  soon  make  its  way 
into  most  of  our  best  schools. 

From  Prof.  Charles  S.  Dod,  Ann  Smith  Academy,  Lexington,  Ya. 

I cannot  do  better  than  to  recommend  “ Pujol  and  Yan  Norman.”  For  compre- 
hensive and  systematic  arrangement,  progressive  and  thorough  development  of 
all  grammatical  principles  and  idioms,  v^^ith  a due  admixture  of  theoretical  knowl- 
edge and  practical  exercise,  I regard  it  as  superior  to  any  (other)  book  of  the  kind. 

From  K . A.  Forster,  Prin.  Pinehurst  School,  Toronto,  C.  W. 

I have  great  satisfaction  in  bearing  testimony  to  M.  Pujol’s  System  of  French 
Instruction,  as  given  in  his  complete  class-book.  For  clearness  and  comprehen- 
siveness, adapted  for  all  classes  of  pupils,  I have  found  it  superior  to  any  other 
work  of  the  kind,  and  have  now  used  it  for  some  years  in  my  establishment  with 
great  success. 

From  Prof.  Otto  Fedder,  Maplewood  Institute,  Pittsfield,  Mass. 

The  conversational  exercises  will  prove  an  immense  saving  of  the  hardest  kind 
ot  labor  to  teachers.  There  is  scarcely  any  thing  more  trying  in  the  way  of 
teaching  language,  than  to  rack  your  brain  for  short  and  easily  intelligible  bits 
of  conversation,  and  to  repeat  them  time  and  again  with  no  better  result  than 
extorting  at  long  intervals  a doubting  “ oui,”  or  a hesitating  “ non,  monsieur  ” 


For  further  testimony  of  a similar  character,  see  special  circular,  and 
current  numbers  of  the  Educational  Bulletin. 

41 


The  JSTational  Series  of  Standard  Schoot-^ookSs 


GEEMAN. 


• A COMPLETE  OOUESE  IN  THE  GEEMAN, 

By  JAMES  H.  WORMAN,  A.  M. 

Worman’s  Elementary  German  Grammar  .$i  so 
Worman’s  Complete  German  Grammar  • 2 00 

These  volumes  are  designed  for  intermediate  and  advanced  classes  respectively. 
The  bitterness  with  which  they  have  been  attacked,  and  their  extraordinary  suc- 
cess in  the  face  of  an  unprincipled  opposition,  are  facts  which  have  stamped  them 
as  possessing  unparalleled  merit. 

Though  following  the  same  general  method  with  “Otto”  (that  of  ‘Gaspey’). 
our  author  differs  essentially  in  its  application.  He  is  more  practical,  more  sys'- 
tematic,  more  accurate,  and  besides  introduces  a number  of  invaluable  featurej> 
which  have  never  before  been  combined  in  a German  grammar. 

Among  other  things,  it  may  be  claimed  for  Prof.  Worman  that  he  has  been 
the  first  to  introduce  in  an  American  text-book  for  learning  German,  a system 
of  analogy  and  comparison  with  other  languages.  Our  best  teachers  are  also 
enthusiastic  about  his  methods  of  inculcating  the  art  of  speaking,  of  understanding 
the  spoken  language,  of  correct  pronunciation ; the  sensible  and  convenient  origr 
nal  classification  of  nouns  (in  four  declensions),  and  of  irregular  verbs,  also  de^ 
serves  much  praise.  We  also  note  the  use  of  heavy  type  to  indicate  etymological 
changes  in  the  paradigms,  ?nd,  in  the  exercises,  the  parts  which  specially  illustrate 


preceding  rules. 

Worman’s  Elementary  German  Reader,-  • 1 so 
Worman’s  German  Reader 1 75 


The  finest  compilation  of  classical  and  standard  German  Literature  ever  offered 
to  American  students.  It  embraces,  progressively  arranged,  selections  from  tlie 
masterpieces  of  Goethe,  Schiller,  Komer,  Seume,  Uhland,  Freiligrath,  Heine, 
Schlegel,  Holty,  Lenau,  Wieland,  Herder,  Lessing,  Kant,  Fichte,  Schelling,  Win- 
\kelmann,  Humboldt,  Ranke,  Raumer,  Menzel,  Gervinus,  &c.,  and  contains  com- 
plete Goethe’s  “Iphigenie,”  Schiller’s  “Jungfrau;”  also,  for  instruction  in  mod- 
em conversational  German,  Benedix’s  “ Eigensinn.” 

There  are  besides.  Biographical  Sketches  of  each  author  contributing,  Kotes, 
explanatory  and  philological  (after  the  text),  Grammatical  References  to  all  lead- 
ing grammars,  as  well  as  the  editor’s  own,  and  an  adequate  Vocabulary. 

Worman’s  German  Echo 1 25 

Consists  of  exercises  in  colloquial  style  entirely  in  the  German,  with  an  ade- 
quate vocabulary,  not  only  of  words  but  of  idioms.  The  object  of  the  system  de- 
veloped in  this  work  (and  its  companion  volume  in  the  French)  is  to  break  up  the 
laborious  and  tedious  habit  of  translating  the  thoughts,  which  is  the  student’s 
most  effectual  bar  to  fluent  conversation,  and  to  lead  him  to  think  in  the  language 
in  which  he  speaks.  As  the  exercises  illustrate  scenes  in  actual  life,  a considera- 
ble knowledge  of  the  manners  and  customs  of  the  German  people  is  also  acquired 
from  the  use  of  this  manual. 


43 


1l"h^  ^atioual  Series  of  Standard  Schoot-^ooks, 


Worman’s  German  Grammars. 

TESTIMONIALS. 

From  Frof  K.  "W.  Jones,  , Petersburg  Female  College^  Va. 

From  "what  I have  seen  of  the  work  it  Is  almost  certain  1 shall  introduce  it  into 
this  institution. 

From  Prof.  Q,  Campbell,^  University  of  Minnesota. 

A valuable  addition  to  our  school-books,  and  will  find  many  friends,  and  do  great 
good. 

From  Prof.  O.  II  P.  Corpkew,  Nar^j  Military  Inst , Aid. 

I am  better  pleased  with  them  than  any  I have  ever  taught.  I have  already  ordered 
through  our  booksellers. 

From  Prof.  R.  S.  Kendall,  Yernon  Academy.,  Conn. 

I at  once  put  the  Elementary  Grammar  into  the  hands  of  a class  of  beginners,  and 
have  used  it  \oith  great  saMsfaction. 

Froyn  Prof.  D.  E.  Holmes,  Berlin  Academy,  Wis. 

Worman-s  German  works  are  superior.  I shall  use  them  hereafter  in  my  German 
classes. 

From  Prof.  Magnus  Buciiiioltz,  Hiram  College,  Ohio. 

I have  examined  the  Complete  Grammar,  and  find  it  excellent.  You  may  rely  that 
it  will  be  used  here. 

From  Prin.  Tiios.  W.  Tobey,  Paducah  Female  Seminary,  Ky. 

The  Complete  German  Grammar  is  worthy  of  an  extensive  circulation.  It  is  ac?- 
mirably  ad-apted  to  the  class-room.  I shall  use  it. 

From  Prof.  Alex.  Rosenspitz,  Houston  Academy,  Texas. 

Bearer  will  take  and  pay  for  3 dozen  copies.  Mr.  Worraan  deserves  the  approbation 
and  esteem  of  the  teacher  and  the  thanks  of  the  student. 

From  Prof.  G.  Malmene,  Augusta  Seminary,  Maine. 

The  Complete  Grammar  cannot  fail  to  give  great  satisfaction  by  the  simplicity 
of  its  arrangement,  and  by  its  completeness. 

From  Prin.  Oval  Pip.key,  Christian  University,  Mo. 

Just  such  a series  as  is  positively  necessary.  I do  hope  the  author  will  succeed  as 
well  in  the  French,  &c.,  as  he  has  in  the  German. 

From  Prof.  S.  D,  Hillman,  Dickinson  College,  Pa. 

The  class  have  lately  commenced,  and  my  examination  thus  far  warrants  me  in  say- 
ing that  I regard  it  as  the  best  grammar  for  instruction  in  the  German. 

From  Prin.  Silas  Livermore,  Bloomfield  Seminary,  Afo. 

I have  found  a classically  and  scientifically  educated  Prussian  gentleman  whom  I 
propose  to  make  German  instfuctcr.  I have  shown  him  both  your  German  grammars. 
He  has  expressed  his  approbation  of  them  generally. 

From  Prof.  Z.  Test,  Howland  School  for  Young  Ladies,  IT.  Y. 

I shall  introduce  the  books.  From  a cursory  examination  I have  no  hesitation  in 
pronouncing  the  Complete  Grammar  a decided  improvement  on  the  text-books  at 
present  in  use  in  this  country. 

From  Prof.  Lewis  Kistler,  Northwestern  University,  HI. 

Having  looked  through  the  Complete  Grammar  with  some  care  I must  say  that  you 
have  produced  a good  book ; you  may  be  awarded  with  this  gratification — that  your 
grammar  promotes  the  facility  of  learning  the  German  language,  and  of  becoming 
acquainted  with  its  rich  literature. 

From  Pres.  J.  P.  Rous,  Stockwell  Collegiate  In«t.,  Ind. 

I supplied  a class  with  the  Elementary  Grammar,  and  it  gives  complete  satisfac^ 
tion.  The  conversational  and  reading  exercises  are  well  calculated  to  illustrate  the 
principles,  and  lead  the  student  on  an  easy  yet  thorough  course,  I think  the  Com 
plete  Grammar  equally  attractive. 

43 


JV'ational  Series  of  Sta7idard  School-~^ookSy 


THE  CLASSICS. 


LATIN. 

Silber’s  Latin  Course,  • $i  25 

The  book  <?ontains  an  Epitome  of  Latin  Grammar,  followed  by  Reading  Exercises, 
with  explanatory  Notes  and  copious  References  to  the  leading  Latin  Grammars,  and 
also  to  the  Epitome  which  precedes  the  work.  Then  follow  a Latin-English  Vocabu- 
lary and  Exercises  jn  Latin  Prose  Composition,  being  thus  complete  in  itself,  and  a 
very  suitable  work  to  put  in  the  hands  of  one  about  to  study  the  language. 

Searing’s  Virgil’s  Alneid, 2 25 

It  contains  only  the  first  six  books  of  the  JPneid.  2.  A very  carefully  constructed 
Dictionary.  3.  Sufficiently  copious  Notes.  4.  Grammatical  references  to  four  lead- 
ing Grammars.  5.  Numerous  Illustrations  of  the  highest  order,  6.  A superb  Map 
of  the  Mediterranean  and  adjacent  countries.  7.  Dr.  S.  H.  Taylor’s  “Questions  on 
the  .iEneid.”  8.  A Metrical  Index,  and  an  Essay  on  the  Poetical  Style.  9.  A photo- 
graphic fae  simile  of  an  early  Latin  M.S.  10.  The  text  according  to  Jahn,  but  para- 
graphed according  to  Ladcwig.  11.  Superior  mechanical  execution. 


Blair’s  Latin  Pronunciation, 


Hanson’s  Latin  Prose  Book, 3 oo 

Hanson’s  Latin  Poetry, 3 oo 


Andrews  & Stoddard’s  Latin  Grammar,  *i  so 
Andrews’  Questions  on  the  Grammar,  • *o  15 

Andrews’  Latin  Exercises, *i  25 

Andrews’  Viri  Bomae,  • *i  25 

Andrews’  Sallust’s  Jugurthine  War,  &c.  *i  so 
Andrews’  Eclogues  & Georgies  of  Virgil,  *i  so 
Andrews’  Caesar’s  Commentaries, . . . . so 

Andrews’  Ovid’s  Metamorphoses,  • • • 25 


GREEK. 

Crosby’s  Greek  Grammar, 2 oo 

Crosby’s  Xenophon’s  Anabasis, i 25 


Searing’s  Homer’s  Iliad, 

MYTHOLOGY. 

Dwight’s  Grecian  and  Roman  Mythology. 

School  edition,  $1  25;  University  edition,  '*3  03 

A knowledge  of  the  fables  of  antiquity,  thus  presented  in  a systematic  form,  is  as 
indispensable  to  the  student  of  general  literature  as  to  him  who  would  peruse  intelli- 
gently the  classical  authors.  The  mythological  allusions  so  frequent  in  literature  are 
?feadily  understood  with  such  a Key  as  this. 

44 


The  JV'atiojial  Series  of  Standard  School-Took^. 


SEARING’S  VIRGIL. 


SPECIMEN  FRAGMENTS  OP  LETTERS. 

“I  adopt  it  gladly.”— Pkin.  V.  Dabney,  Loudoun  School^  Va. 

“I  like  Searing’s  Virgil.”— Prop.  Bristol,  College^  Wis. 

“Meets  my  desires  very  thoroughly.”— Prop.  Clark,  Berea  College^  Ohio, 

“ Superior  to  any  other  edition  of  Virgil.” — Pres.  Hall,  Macon  College,,  Mo. 

“ Shall  adopt  it  at  once.”— Prin.  B.  P.  Baker,  Searcy  Female  Institute,,  Ark. 

“Your  Virgil  is  a beauty, ''''—'Piroy.  W,  H.  De  Motte,  Illinois  Female  College, 

“After  use,  I regard  it  the  best.” — Prin.  G.  H.  Barton,  Borne  Academy,,  N.  Y. 

“We  like  it  better  every  day.”— Prin.  E.  K.  Buehrle,  Allentown  Academy,  Pa, 

“ I am  delighted  with  your  Virgil.” — Prin.  W.  T.  Leonard,  Pierce  Academy,,  Mass. 

“Stands  well  the  test  of  class-room.”— Prin.  F.  A.  Chase,  Lyons  Col.  Inst.,  Iowa. 

“I  do  not  see  how  it  can  he  improved.”— PRin.  N.  F.  D.  Browne,  Chari.  Hall, Md. 

“ The  most  complete  that  I have  seen.” — Prin.  A.  Brown,  Columbus  High  School, 
Ohio. 

“ Our  Professor  of  Language  very  highly  approves.” — Supt.  J.  G.  James,  Texas 
Militai'y  Institute. 

“It  responds  to  a want  long  felt  by  teachers.  It  is  beautiful  and  complete.” — 
Prop.  Brooks,  University  of  Minnesota. 

“ The  ideal  edition.  W^e  want  a few  more  classics  of  the  same  sort.” — ^Prin.  C.  F. 
P.  Bancropt,  Lookout  Mountain  Institute,  Tenn. 

“I  certainly  have  never  seen  an  edition  so  complete  with  important  requisites  for 
a student,  nor  with  such  fine  text  and  general  mechanical  execution.” — Pres.  J.  R. 
Park,  University  of  Deseret,  Utah. 

“ It  is  charming  both  in  its  design  and  execution.  And,  on  the  whole,  I think  it 
»s  the  best  thing  of  the  kind  that  I have  seen.” — Prop.  J.  De  F.  Richards,  Pres, 
pro  tern,  of  University  of  Alabama. 

“ In  beauty  of  execution,  in  judicious  notes,  and  in  an  adequate  vocabulary,  it 
merits  all  praise.  I shall  recommend  its  introduction.” — Pres.  J.  K.  Patterson, 
Kentucky  Agricultural  and  Mechanical  College. 

“ Containing  a good  vocabulary  and  judicious  notes,  it  will  enable  the  industrious 
student  to  acquire  an  accurate  knowledge  of  the  most  interesting  part  of  Virgil’s 
works.”— Prop.  J.  T.  Dunklin,  East  Alabama  College. 

“It  wants  no  element  of  completeness.  It  is  by  far  the  best  classical  text-book 
with  which  I am  acquainted.  The  notes  are  just  right.  They  help  the  student 
when  he  most  needs  help.”— Prin.  C.  A.  Bunker,  Caledonia  Grammar  School,  Vt. 

“I  have  examined  Searing’s  Virgil  with  interest,  and  find  that  it  more  nearly 
meets  the  wants  of  students  than  that  of  any  other  edition  with  which  I am  affc- 
quainted.  I am  able  to  introduce  it  to  some  extent  at  once.” — Prin.  J.  Easter, 
East  Genesee  Conference  Seminary. 

“ I have  been  wishing  to  get  a sight  of  it,  and  it  exceeds  my  expectations.  It  is 
a beautiful  book  in  every  respect,  and  bears  evidence  of  careful  and  critical  study. 
The  engravings  add  instruction  as  well  as  interest  to  the  w^ork.  I shall  recommend 
it  to  my  classes.”— Prin.  Chas.  H.  Chandler,  Glenwood  Ladies''  Seminary. 

“A.  S.  Barnes  & Co.  have  published  an  edition  of  the  first  six  books  of  Vireril’s 
.^Eneid,  which  is  superior  to  its  predecessors  in  several  respects.  The  publishers 
have  done  a good  service  to  the  cause  of  classical  education,  and  the  book  deserves 
a large  circulation.” — Prop.  George  W.  Collord,  Brooklyn  Polytechnic,  N.  Y. 

“My  attention  was  called  to  Searing’s  Virgil  by  the  fact  of  its  containing  a voca- 
bulary which  would  obviate  the  necessity  of  procuring  a lexicon.  But  use  in  the 
class-room  has  impressed  me  most  favorably  with  the  accuracy  and  just  proportion 
of  its  notes,  and  the  general  excellence  of  its  grammatical  suggestions.  The  gen- 
eral character  of  the  book  in  its  paper,  its  typography,  and  its  engravings  is  highly 
commendable,  and  the  fac-simile  manuscript  is  a valuable  feature.  I take  great 
pleasure  in  commending  the  book  to  all  who  do  not  wish  a complete  edition  of 
Virgil.  It  suits  our  short  school  courses  admirably.”— Henry  L.  Boltwood,  Master 
gf  Princeton  High  School,  111. 

45 


The  JV'ational  Series  of  Staiida^'d  Schoot-Tooks. 


RECORDS. 

^ 


Tracy’s  School  Record, *lo  75 

Tracy’s  Pocket  Record, *65 


For  keeping  a simple  but  exact  record  of  Attendance,  Deportment,  and  Scholar- 
ship ; containing  also  a Calendar,  an  extensive  list  of  Topics  for  Compositions  and 
Colloquies,  Themes  for  Short  Lectures,  Suggestions  to  Young  Teachers,  etc. 

The  pocket  edition  is  of  smaller  size,  with  blanks  on  the  same  plan,  for  con- 
venience of  handling,  etc. 


Brooks’  Teacher’s  Register, *100 

Presents  at  one  view  a record  of  Attendance,  Kecitations,  and  Deportment  for  the 
whole  term. 


Carter’s  Record  and  Roll-Book,  • • • • . *1  50 

This  is  the  most  complete  and  convenient  Record  offered  to  the  public.  Besides 
the  usual  spaces  for  General  Scholarship,  Deportment,  Attendance,  etc.,  for  each 
name  and  day,  there  is  a space  in  red  lines  enclosing  six  minor  spaces  in  blue  for 
recording  Recitations, 


National  School  Diary, Per  dozen,  *1  00 

A little  book  of  blank  forms  for  weekly  report  of  the  standing  of  each  scholar, 
from  teacher  to  parent.  A great  convenience. 


REWARDS. 


National  School  Currency Per  set,*$i  50 

A little  box  containing  certificates  in  the  form  of  Mone]^.  The  most  entertaining 
and  stimulating  system  of  school  rev/ards.  The  scholar  is  paid  for  his  merits  and 
fined  for  his  shortcomings.  Of  course  the  most  faithful  are  the  most  successful  in 
business.  In  this  way  the  use  and  value  of  money  and  the  method  of  keeping 
accounts  are  also  taught.  One  box  of  Currency  will  supply  a school  of  fifty  pupils. 


TACTICS. 


The  Boy  Soldier,  . . 75 

Complete  Infantry-  Tactics  for  Schools,  with  illustrations,  for  the  use  of  those  who 
would  introduce  this  pleasing  relaxation  from  the  confining  duties  of  the  dosk. 


46 


The  J^atlonal  Se7'ies  of  Standard  School^^ooks. 


G H A K T S. 


McKenzie’s  School  Reading  Chart,  • • • I 

Baade’s  Reading  Case,  • • no  oo 

This  remarkable  piece  of  school-room  furniture  is  a receptacle  containing  a num- 
ber of  primary  cards.  By  an  arrangement  of  slides  on  the  front,  one  sentence  at  a 
time  is  shown  to  the  class.  Twenty-eight  thousand  transpositions  may  be  made, 
affording  a variety  of  progressive  exercises  which  no  other  piece  of  apparatus 
offers.  One  of  its  best  features  is,  that  it  is  so  exceedingly  simple  as  not  to  get  out 
of  order,  while  it  may  be  operated  with  one  finger. 

fflarcy’s  Eureka  Tablet, so 

A new'  system  for  the  Alphabet,  by  w^hich  it  may  be  taught  without  fail  in  nine 
lessons. 

Scofield’s  School  Tablets, *8  oo 

On  Five-  Cards,  exhibiting  Ten  Surfaces.  These  Tablets  teach  Orthography, 
Reading,  Object-Lessons,  Color,  Form,  etc. 

Watson’s  Phonetic  Tablets,  • • • • • • - *8  oo 

Four  Cards,  and  Eight  Surfaces ; teaching  Pronunciation  and  Elocution  phonetic- 
ally—for  class  exercises. 

Page’s  Normal  Chart,  • *3  75 

The  whole  science  of  Elementary  Sounds  talcIr.lccL  By  the  author  of  Page’s 
Theory  and  Practice  of  Teaching. 

Clark’s  Grammatical  Chart,  • • • ....  *3  75 

Exhibits  the  whole  Science  of  Language  in  one  comprehensive  diagram. 

Davies’  Mathematical  Chart, • *75 

Mathematics  made  simple  to  the  eye. 

Monteith’s  Reference  Maps, *20  oo 

Eight  Numbers.  Mounted  on  Rollers.  Names  all  laid  down  in  small  type,  so 
that  to  the  pupil  at  a short  distance  they  are  Outline  Maps,  while  they  serve  as 
their  own  key  to  the  teacher. 

Willard’s  Chronographers, Each,  *2  oo 

Historical.  Four  Numbers.  Ancient  Chronographer ; English  Chronographer ; 
American  Chronographer ; Temple  of  Time  (general).  Dates  and  Events  repre- 
sented to  the  eye. 


APPARATUS. 

Harrington’s  Geometrical  Blocks,  • • • .*H0  oo 

These  patented  blocks  are  hinged^  so  that  each  form  can  be  dissected, 

Steele’s  Chemical  Apparatus,  (seep.  ) . . *20  oo 

Steele’s  Philosophical  Apparatus,  (see  p.  ) *125  oo 
Steele’s  Geological  Cabinet,  (see  p.  ) . . . *40  oo 

Wood’s  Botanical  Apparatus,  (see  p.  ) . . *8  oo 

Bock’s  Physiological  Apparatus,  • • • - 175  oo 


The  JV*aiional  Teachers^  Zibrary. 


THE 

TEACHERS’  LIBRARY. 


Object  Lessons— Welch *$i  oo 

This  is  a complete  exposition  of  the  popular  modem  system  of 
“ object  teaching,”  for  teachers  of  primary  classes. 

Theory  and  Practice  of  Teaching— Page  • . *l  so 

This  volume  has,  without  doubt,  been  read  by  two  hundred  thousand 
teachers,  and  its  popularity  remains  undiminished— large  editions 
being  exhausted  yearly.  It  was  the  pioneer,  as  it  is  now  the  patri- 
arch of  professional  works  for  teachers. 

The  Graded  School— Wells *i  35 

The  proper  way  to  organize  graded  schools  is  here  illustrated.  The 
author  has  availed  himself  of  the  best  elements  of  the  several  systems 
prevalent  in  Boston,  New  York,  Philadelphia,  Cincinnati,  St.  Louis, 
and  other  cities. 

The  Normal— Holbrook *i  so 

Carries  a working  school  on  its  visit  to  teachers,  showing  the  most 
approved  methods  of  teaching  all  the  common  branches,  including  the 
technicalities,  explanations,  demonstrations,  and  definitions  intro- 
ductory and  peculiar  to  each  branch. 

The  Teachers’  Institute- Fowle 35 

This  is  a volume  of  suggestions  inspired  by  the  author’s  experience 
at  institutes,  in  the  instruction  of  young  teachers.  A thousand  points 
of  interest  to  this  class  are  most  satisfactorily  dealt  with. 

Schools  and  Schoolmasters— Dickens  • • • *i  35 

Appropriate  selections  from  the  writings  of  the  great  novelist 


The  Metric  System— Davies *i  50 

Considered  with  reference  to  its  general  introduction,  and  embrac- 
ing the  views  of  John  Quincy  Adams  and  Sir  John  Herschel. 

The  Student;  The  Educator— Phelps  • eacli,*i  50 
The  Discipline  of  Life-Phelps *i  75 


The  authoress  of  these  works  is  one  of  the  most  distinguished 
writers  on  education  ; and  they  cannot  fail  to  prove  a valuable  addi- 
tion to  the  School  and  Teachers’  Libraries,  being  in  a high  degree 
both  interesting  and  instructive. 

A Scientific  Basis  of  Education— Hecker  • . *3  50 

Adaptation  of  study  and  classification  by  temperaments. 

Orton’s  Liberal  Education  of  Women,  • • *i  50 

48 


'lyie  JV'ational  Teachers^  Library. 


The  Teacher  and  the  Parent— Norlhend  • 

A treatise  upon  common-school  education,  designed  to  lead  teachers  to 
view  their  calling  in  its  true  light,  and  to  stimulate  them  to  fidelity. 

The  Teachers’  Assistant— Nor thend  • • 

A natural  continuation  of  the  author’s  previous  work,  more  directly 
calculated  for  daily  use  in  the  administration  of  school  discipline  and  in- 
struction. 

School  Government— Jewell  • *i 

Full  of  advanced  ideas  on  the  subject  which  its  title  indicates.  The  cri- 
ticisms upon  current  theories  of  punishment  and  schemes  of  administra- 
tion have  excited  general  attention  and  comment. 

Grammatical  Diagrams— Jewell *i 

The  diagram  system  of  teaching  grammar  explained,  defended,  and 
improved.  The  curious  in  literature,  the  searcher  for  truth,  those  inter- 
ested  in  new  inventions,  as  well  as  the  disciples  of  Prof.  Clark,  who  would 
see  their  favorite  theory  fairly  treated,  all  want  this  book.  There  are 
many  who  would  like  to  be  made  familiar  with  this  system  before  risking 
its  use  in  a class.  The  opportunity  is  here  afforded. 

The  Complete  Examiner— Stone *i 

Consists  of  a series  of  questions  on  every  English  branch  of  school  and 
academic  instruction,  with  reference  to  a given  page  or  article  of  leading 
text-books  where  the  answer  may  be  found  in  full.  Prepared  to  aid 
teachers  in  securing  certificates,  pupils  in  preparing  for  promotion,  and 
teachers  in  selecting  review  questions. 

School  Amusements— Root 

To  assist  teachers  in  making  the  school  interesting,  with  hints  upon  the 
management  of  the  school-room.  Rules  for  military  and  gymnastic  exer- 
cises are  included.  Illustrated  by  diagrams. 

Institute  Lectures  on  Mental  and  Moral 
Culture— Bates *i 

. These  lectures,  originally  delivered  before  institutes,  are  based  upon 
various  topics  of  interest  to  the  teacher.  The  volume  is  calculated  to 
prepare  the  will,  awaken  the  inquiry,  and  stimulate  the  thought  of  the 
zealous  teacher. 

Method  of  Teachers’  Institutes— Bates  • • •* 

Sets  forth  the  best  method  of  conducting  institutes,  with  a detailed  ac- 
count of  the  object,  organization,  plan  of  instruction,  and  tme  theory  of 
education  on  which  such  instruction  should  be  based. 

History  and  Progress  of  Education  • 

The  systems  of  education  prevailing  in  all  nations  and  ages,  the  gradual 
advance  to  the  present  time,  and  the  bearing  of  the  past  upon  the  present 
'n  this  regard,  are  worthy  of  the  careful  investigation  of  all  concerned  in 

Northrop’s  Education  Abroad,  • • • • • — 

49 


TJie  JSTaHonai  Teachers^  J^ibrary, 


American  Education— Mansfield $i 

A treatise  on  the  principles  and  elements  of  education,  as  practiced  in 
this  country,  with  ideas  towards  distinctive  republican  and  Christian  edu- 
cation. 

American  Institutions— De  Tocqueville  • 

A valuable  index  to  the  genius  of  our  Government,  ^ 

Universal  Education— Mayhew *i 

The  subject  is  approached  with  the  clear,  keen  perception  of  one  who 
has  observed  its  necessity,  and  realized  its  feasibility  and  expediency 
alike.  The  redeeming  and  elevating  power  of  improved  common  schools 
constitutes  the  inspiration  of  the  volume. 

Higher  Christian  Education— Dwight  • • *i 

A treatise  on  the  principles  and  spirit,  the  modes,  directions,  and  ra- 
Bults  of  all  true  teaching;  showing  that  right  education  should  appeal  to 
every  element  of  enthusiasm  in  the  teacher’s  nature. 

Oral  Training  Lessons— Barnard  . . . . 

The  object  of  this  very  useful  work  is  to  furnish  material  for  instruc- 
tors to  impart  orally  to  their  classes,  in  branches  not  usually  taught  in 
common  schools,  embracing  all  departments  of  Natural  Science  and 
much  general  knowledge. 

Lectures  on  Natural  History— Chadbourne  * 

Affording  many  themes  for  oral  instruction  in  this  interesting  science — 
especially  in  schools  where  it  is  not  pursued  as  a class  exercise. 

Outlines  of  Mathematical  Science— Davies  *i 

A manual  suggesting  the  best  methods  of  presenting  mathematical  in- 
struction on  the  part  of  the  teacher,  with  that  comprehensive  view  of  the 
whole  which  is  necessary  to  the  intelligent  treatment  of  a part,  in  science. 

Nature  & Utility  of  Mathematics— Davies  • 

An  elaborate  and  lucid  exposition  of  the  principles  which  lie  at  the 
foundation  of  pure  mathematics,  with  a highly  ingenious  application  of 
their  results  to  the  development  of  the  essential  idea  of  the  different 
branches  of  the  science. 

Mathematical  Dictionary-Davies  & Peck  -*5 

This  cyclopfedia  of  mathematical  science  defines  with  completeness, 
precision,  and  accuracy,  every  technical  term,  thus  constituting  a popular 
treatise  on  each  branch,  and  a general  view  of  the  whole  subject. 

School  Architecture— Barnard *2 

Attention  is  here  called  to  the  vital  connection  between  a good  school- 
house  and  a good  school,  with  plans  and  specifications  for  securing  the 
former  in  the  most  economical  and  satisfactory  manner. 

50 


50 

50 

75 

50 

00 

75 

00 

50 

00 

25 


JSTational  School  Zibrary, 


THE  SCHOOL  LIBRARY. 


LIBRARY  OP  LITERATURE. 
Milton’s  Paradise  Lost  Boyd’s  illustrated  Ed.,  $1  60 
Young’s  Night  Thoughts*  • • • <3o.  . . . l 60 

Cowper’s  Task,  Table  Talk,  &c.  -do.  . , . i 60 

Thomson’s  Seasons  ....  • . do.  . . . i 60 

Pollok’s  Course  of  Time,  . . . do.  . . . i 60 

The  books  are  beautifully  illustrated,  and  notes  explain  all  doubtful 
meanings. 

Lord  Bacon’s  Essays  (Boyd’s  Edition) . . . . l 60 

Another  grand  English  classic,  affording  the  highest  example  of 
purity  in  language  and  style. 


The  Iliad  of  Homer.  Translated  by  Pope.  . . 80 

Those  who  are  unable  to  read  this  greatest  of  ancient  writers  in  the 
original,  should  not  fail  to  avail  themselves  of  this  metrical  version. 

The  Poets  of  Connecticut— Everest  ....  i 75 

With  the  biographical  sketches,  this  volume  forms  a complete  his- 
tory of  the  poetical  literature  of  the  State. 

The  Son  of  a Genius— Hofland 76 


A juvenile  classic  which  never  wears  out,  and  finds  many  interested 
readers  in  every  generation  of  youth. 

Lady  Willoughby i oo 

The  diary  of  a wife  and  mother.  An  historical  romance  of  the 
seventeenth  century.  At  once  beautiful  and  pathetic,  entertaining 
and  instructive. 


The  Rhyming  Dictionary— Walker  • • • . i 26 

A complete  index  of  allowable  rhymes. 

True  Success  in  Life— Palmer i 25 

Mouth  of  Gold— Johnson i oo 

Berard’s  Poems  of  Consolation  

Sunny  Hours  of  Childhood  76 

51 


jyational  School  J^ldrarjy* 


LITERATURE-Continuecl. 

Compendium  of  Eng.  Literature— Cleveland, 13  so 
English  Literature  of  XIX  Century  • • do  . . 2 so 

Compendium  of  American  Literature  do  . . 3 so 

Compendium  of  Classical  Literature  • do  . . 3 so 

Nearly  one  hundred  and  fifty  thousand  volumes  of  Prof.  Cleveland’s  inim- 
itable compendiums  have  been  sold.  Taken  together  they  present  a complete 
view  of  literature  from  Homer  to  Holmes— from  the  first  Greek  to  the  laiest 
American  author.”  To  the  man  who  can  afford  but  a few  books  these  will  sup- 
ply the  place  of  an  extensive  library.  From  commendations  of  the  very  highest 
authorities  the  following  extracts  will  give  some  idea  of  the  enthusiasm  with 
which  the  works  are  regarded  by  scholars : 

With  the  Bible  ai:  1 your  volumes  one  might  leave  libraries  without  very  pain- 
ful regret. — The  work  cannot  be  found  from  which  in  the  same  limits  so  much 
interesting  and  valuable  information  may  be  obtained. — Good  taste,  fine  scholar- 
ship, familiar  acquaintance  with  literature,  unwearied  industry,  tact  acquired  by 
practice,  an  interest  in  the  culture  of  the  young,  and  regard  for  truth,  purity, 
philanthropy  and  religion  rre  united  in  Mr.  Cleveland. — A judgment  clear  and 
impartial,  a taste  at  once  delicate  and  severe. — The  biographies  are  just  and 
discriminating.— An  admirable  bird’s  eye  view. — Acquaints  the  reader  with  the 
characteristic  method,  tone,  and  quality  of  each  writer.— Succinct,  carefully 
written,  and  wonderfully  comprehensive  in  detail,  etc.,  etc. 

Miltons  Poetical  Works— Cleveland  • * • 3 so 

This  is  the  v^  y best  edition  of  the  great  Poet.  It  includes  a life  of  the  author, 
notes,  dissertations  on  each  poem,  a faultless  text,  and  is  the  only  edition  oJ 
Milton  with  a complete  verbal  Index. 


LIBRARY  OF  REFERENCE. 
Home  Cyclopaedia  of  Chronology  . • • . 3 oo 

An  index  to  the  sources  of  knowledge— a dictionary  of  datee. 

Home  Cyclopaedia  of  Geography 3 oo 

A complete  gazetteer  of  the  world. 

Home  Cyclopaedia  of  Useful  Arts  . . . • 3 oo 

Covering  the  principles  and  practice  of  modem  scientific  enterprise,  with  a 
record  of  important  inventions  in  agriculture,  architecture,  domestic  economy, 
engineering,  machinery,  manufactures,  mining,  photogenic  and  telegraphic  art, 
&c.,  &c. 

Home  Cyclopaedia  of  Literature  & Fine  Arts  3 oo 

A complete  index  to  all  terms  employed  in  belles  lettres,  philosophy,  theology, 
law,  m5rtnology,  painting,  music,  sculpture,  architecture,  and  all  kindred  arts. 

52 


School  JjibTctTj^, 


LIBRARY  OF  TRAVEL. 

Life  in  the  Sandwich  Islands— Cheever  • .$i  60 

The  “ heart  of  the  Pacific,  as  it  was  and  is,”  shows  most  Tividly  the 
contrast  between  the  depth  of  degradation  and  barbarism,  and  the  light 
and  liberty  of  civilization,  s©  rapidly  realized  in  these  islands  under  the 
humanizing  influence  of  the  Christian  religion.  Illustrated. 

The  Republic  of  Liberia — Stockwell,  • • . i 35 

This  volume  treats  of  the  geography,  climate,  soil,  and  productions 
of  this  interesting  country  on  the  coast  of  Africa,  with  a History  of 
Its  early  settlement.  Our  colored  citizens  especially,  from  whom  the 
. founders  of  the  new  State  went  forth,  should  read  Mr.  Stock  well’s 
account  of  it.  It  is  so  arranged  as  to  be  available  for  a School  Reader, 
and  in  colored  schools  is  peculiarly  appropriate  as  an  instrument  of 
education  for  the  young.  Liberia  is  likely  to  bear  an  important  part 
in  the  future  of  their  race.  ^ 


Ancient  Monasteries  of  the  East — Curzon  • i 60 

The  exploration  of  these  ancient  seats  of  learning  has  thrown  much 
light  upon  the  researches  of  the  historian,  the  philologist,  and  the  theo- 
logian, as  well  as  the  general  student  of  antiquity.  Illustrated. 

Discoveries  in  Babylon  & Nineveh— Lay ard  1 76 

Valuable  alike  for  the  information  imparted  with  regard  to  these  most 
interesting  ruins,  and  the  pleasiint  adventures  and  observations  of  the 
author  in  regions  that  to  most  men  seem  like  Fairyland.  Illustrated. 

A Run  Through  Europe— Benedict,  • • • • 2 oo 

A work  replete  with  instruction  and  interest, 

St.  Petersburgh— Jermann 

Americans  are  less  familiar  with  the  history  and  social  customs  of  the 
Russian  people  than  those  of  any  other  modern  civilized  nation.  Oppor- 
tunities such  as  this  book  affords  are  not,  therefore,  to  be  neglected. 

The  Polar  Regions— Osborn 

A thrilling  and  intensely  interesting  narrative  of  one  of  the  famous  ex- 
peditions in  search  of  Sir  John  Franklin — unsuccessful  in  its  main  object, 
but  adding  many  facts  to  the  repertoire  of  science. 

Thirteen  Months  in  the  Confederate  Army  75 

The  author,  a northern  man  conscripted  into  the  Confederate  service, 
and  rising  from  the  ranks  by  soldierly  conduct  to  positions  of  responsi- 
bility, had  remarkable  opportunities  for  the  acquisition  of  facts  respect- 
ing the  conduct  of  the  Southern  armies,  and  the  policy  and  deeds  of  their 
leaders.  He  participated  in  many  engagements,  and  his  book  is  one  of 
the  most  exciting  narratives  of  adventure  ever  published.  Mr.  Steven- 
son takes  no  eround  as  a partizan,  but  views  the  whole  subject  as  with  the 
eye  of  a neutral — only  interested  in  subserving  the  ends  of  history  by  the 
rontribution  of  impartial  facts.  Illustrated. 

53 


1 26 


1 00 


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LIBRARY  OP  HISTORY. 


History  of  Europe— Alison $2  50 

A reliable  and  standard  work,  ■which  covers  with  clear,  connected,  and 
complete  narrative,  the  eventful  occurrences  transpiring  from  A.  D.  1789 
to  1815,  being  mainly  a history  of  the  career  of  Napoleon  Bonaparte. 

History  of  England— Berard  • . • • . . i 75 

Combining  a history  of  the  social  life  of  the  English  people  with  that  of 
the  civil  and  military  transactions  of  the  realm. 

History  of  Rome— Ricord i 60 


Possesses  all  the  charm  of  an  attractive  romance.  The  fables  with 
which  this  history  abounds  are  introduced  in  such  away  as  net  to  deceive 
thrt  inexperienced  reader,  while  adding  vastly  to  the  interest  of  the  work 
and  affording  a pleasing  index  to  the  genius  of  the  Homan  people.  Illus- 
trated. 

The  Republic  of  America— Willard  • • . 2 25 

Universal  History  in  Perspective— Willard  2 25 

From  these  two  comparatively  brief  treatises  the  intelligent  mind  may 
obtain  a comprehensive  knowledge  of  the  history  of  the  world  in  both 
hemispheres.  Mrs.  Willard's  reputation  as  an  historian  is  wide  as  the 
land.  Illustrated. 

Ecclesiastical  History— Marsh 2 oo 

A history  of  the  Church  in  all  ages,  with  a comprehensive  review  of  all 
forms  of  religion  from  the  creation  of  the  world.  No  otner  source  affords, 
in  the  same  compass,  the  information  here  conveyed. 

History  of  the  Ancient  Hebrews— Mills  • . i 75 

The  record  of  “ God’s  people”  from  the  call  of  Abraham  to  the  destruc- 
tion of  Jerusalem ; gathered  from  sources  sacred  and  profane. 

The  Mexican  War— Mansfield i 60 

A history  of  its  origin,  and  a detailed  account  of  its  victories;  with 
official  dispatches,  the  ti  eaty  of  peace,  and  valuable  tables.  Illustrated. 

Early  History  of  Michigan — Sheldon  • • . i 76 

A work  of  value  and  deep  interest  to  the  people  of  the  West.  Com- 
piled under  the  Bupervision  of  Hon.  Lewis  Cass.  Embellished  with  por- 
boits. 

64 


J^'^ational  School  Jjibraiy, 


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Life  of  Dr.  Sam.  Johnson— Boswell  • • $2  25 

This  work  has  been  before  the  public  for  seventy  years,  with  increasing 
approbation.  Boswell  is  known  as  “ the  prince  of  biographers.** 

Henry  Clay’s  Life  and  Speeches— Mallory 

2 vols 4 60 

This  great  American  statesman  commands  the  admiration,  and  Ids 
character  and  deeds  solicit  the  study  of  every  patriot. 


Life  & Services  of  General  Scott— Mansfield  1 76 

The  hero  of  the  Mexican  war,  who  was  for  many  years  the  most  promi- 
nent figure  in  American  military  circles,  should  not  be  forgotten  in  the 
whirl  of  more  recent  events  than  those  by  which  he  signalized  himselt 
Illustrated. 


Garibaldi’s  Autobiography l 60 

The  Italian  patriot’s  record  of  his  own  life,  translated  and  edited  by  his 
friend  and  admirer.  A thrilling  narrative  of  a romantic  career.  With 
portrait. 

Lives  of  the  Signers— Dwight  • . . . . . 1 50 


The  memory  of  the  noble  men  who  declared  our  country  free  at  the 
peril  of  their  own  “ lives,  fartunes,  and  sacred  honor,”  should  be  em« 
balmed  in  every  American’s  heart. 


Life  of  Sir  Joshua  Reynolds— Cunningham  i so 

A candid,  truthful,  and  appreciative  memoir  of  the  great  painter,  with 
a compilation  of  his  discourses.  The  volume  is  a text-book  for  artists,  as 
well  as  those  who  would  acquire  the  rudiments  of  art.  With  a portrait. 


Prison  Life  76 

Interesting  biographies  of  celebrated  prise  ners  and  martyrs,  designed 
efipecially  for  the  in.struction  and  cultivation  of  youth. 

55 


National  School  JDidrafyi 


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The  Treasury  of  Knowledge 25 

A cyclopaedia  of  ten  thousand  common  things,  embracing  the  widest 
range  of  subject-matter.  Illustrated. 

Ganot’s  Popular  Physics  • ' i 75 

The  elements  of  natural  philosophy  for  both  student  and  the  general 
reader.  The  original  work  is  celebrated  for  the  magnificent  character  of 
its  illustrations,  all  of  which  are  literally  reproduced  here. 

Principles  of  Chemistry— Porter 2 oo 

A w”ork  which  commends  itself  to  tne  amateur  in  science  by  its  extreme 
simplicity,  and  careful  avoidance  of  unnecessary  detail.  Illustrated. 

Class-Book  of  Botany— Wood  • • • • . . 3 50 

Indispensable  as  a work  of  reference.  lUustrated. 

The  Laws  of  Health— Jarvis 1 es 


This  is  not  an  abstract  anatomy^  but  all  its  teachings  are  directed  to  the 
best  methods  of  preserving  health,  as  inculcated  by  an  intelligent  know- 
ledge of  the  structure  and  needs  of  the  human  body.  Illustrated. 

Vegetable  & Animal  Physiology— Hamilton  1 25 

An  exhaustive  analysis  of  the  conditions  of  life  in  all  animate  nature. 
Illustrated. 


Elements  of  Zoology— Chambers  • • • • • 1 so 

A complete  view^of  the  animal  kingdom  as  a portion  of  external  nature. 
Illustrated. 


Astronography— Willard 1 00 

The  elements  of  astronomy  in  a compact  and  readable  form.  Illus- 
trated. 

Elements  of  Geology— Page  .....  l 25 

The  subject  presented  in  ^its  two  aspects  of  interesting  and  important 
Illustrated. 


Lectures  on  Natural  History— Chadbourne  76 

The  subject  U here  ccnsidered  in  its  relations  to  intellect,  taste,  health, 

•ad  reUc^n. 


national  School  I^ibrary, 


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The  Political  Manual— Mansfield $i  25 

Every  American  youth  should  be  familiar  with  the  principles  of  the 
government  under  which  he  lives,  especially  as  the  policy  of  this  country 
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ballot. 

American  Institutions— De  Tocqueville  . • i so 
Democracy  in  America— De  Tocqueville  • . 2 25 

The  views  of  this  distinguished  foreigner  on  the  genius  of  our  political 
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Constitutions  of  the  United  States  ...  2 25 

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Public  Economy  of  the  United  States  • . . 2 25 

A full  discussion  of  the  relations  of  the  United  States  with  other  na- 
tions, especially  the  feasibility  of  a free-trade  policy. 

Grecian  and  Roman  Mythology— Dwight  • 3 00 

The  presentation,  in  a systematic  form,  of  the  Fables  of  Antiquity, 
affords  most  entertaining  reading,  and  is  valuable  to  all  as  an  index  to  the 
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Modern  Philology— Dwight . l 75 

The  science  of  language  is  here  placed,  in  the  limits  of  a moderate 
volume,  within  the  reach  of  alL 

General  View  of  the  Fine  Arts— Huntington  1 75 

The  preparation  of  this  work  was  suggested  by  the  interested  inquiries 
of  a group  of  young  people,  concerning  the  productions  and  styles  of  the 
great  masters  of  art,  whose  names  only  were  lamiliar.  This  statement  is 
sufficient  index  of  its  character. 

Morals  for  the  Young— Willard  .....  75 

A series  of  moral  stories,  by  one  of  the  most  experienced  of  American 
educators.  Illustrated. 

Improvement  of  the  Mind— Isaac  Watts  • • 60 

A classical  standard.  No  young  person  should  grow  up  without  having 
perused  it. 

57 


Church  jyficsic. 


ojjiuFtoH:  :m:xjsio 

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Songs  for  the  Sanctuary, ^3  oo 

By  Rev.  C.  S.  Robinson.  1344  Hymns,  with  Tunes.  The  most  successful  modern 
hymn  and  tune  hook  for  congregational  singing.  More  than  200,000  copies  have 
been  sold.  Separate  editions  for  Presbyterian,  Congregational,  and  Baptist 
Churches.  Editions  without  Tunes,  $1.50 ; in  large  type,  $2.00.  Abridged  edition 
(“  Songs  for  Christian  Worship  ”),  859  Hymns,  with  Tunes,  $1.35.  Chapel  edition, 
607  Hymns,  with  Tunes,  $1.25. 

Songs  of  Praise, 

(Undenominational.)  By  Rev.  Bus.  R.  D.  Hitchcock,  Philip  Schatp,  and  Z. 

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ripe  learning,  rare  taste,  and  real  labor.  Edition  without  Tunes,  $ . 

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By  Rev.  Drs.  Fuller,  Levy,  Phelps,  Fish,  Armitagb,  Winkler,  Evarts,  Lor- 
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5S 


Sc/iool  JF^ur7viture< 


FURNITURE. 

(SUPPLIED  BY  THE  NATIONAL  SCHOOL  FURNITUEE  CO.) 


PEARDS  PATENT  FOLDING  DESK  AND  SETTEE. 

This  great  improvement  for  the  school-room  has  come  already  into  such  astonish- 
ing demar.d  as  to  tax  the  utmost  resources  of  the  Company’s  two  factories  to  sup- 
ply it.  By  a simple  movement  the  desk-lid  is  folded  away  over  the  back  of  the 
settee  attached  in  front,  making  a false  back,  and  at  bnce  converting  the  school- 
room into  a lecture  or  assembly-room.  When  the  seat  also  is  folded,  the  whole 
occupies  only  ten  inches  of  space,  leaving  room  for  gymnastic  exercises,  marching, 
etc.,  or  for  the  janitor  to  clean  the  room  effectively. 

NATIONAL  STUDY  DESK  AND  SETTEE. 

When  not  in  use  for  writing,  the  desk-lid  slides  back  vertically  into  a chamber, 
leaving  in  front  an  “easel,”  with  clamps,  upon  which  the  student  places  his  book 
and  studies  in  an  erect  posture.  As  a folding-desk  this  offers  many  of  the  same 
advantages  as  the  “ Peard.” 

THE  GEM  DESK  AND  SETTEE. 

Fixed  top,  and  folding  seat.  This  is  the  neatest  pattern  of  the  Standard  School 
Desk,  and  the  strongest  m use. 

THE  ECONOMIC  DESK  AND  SETTEE. 

This  is  the  cheapest  good  desk,  with  stationary  lid  and  folding  seat. 


All  descriptions  of 


HIGH  SCHOOL  DESKS, 
TEACHERS’  DESKS, 
BLACKBOARDS, 
CHAIRS, 


SCHOOL  SETTEES, 
CHURCH  SETTEES 
PEW  ENDS, 
LECTERNS,  Etc. 


9 


Also, 


CLASS  AND  LECTURE  CHAIR. 


The  difficulty  of  reconciling  furniture  appropriate  for  the  Lecture-room  or 
Church  with  that  convenient  for  the  Sunday-school  is  an  old  one.  This  article 
effectually  remedies  it.  It  consists  simply  of  a plan  by  wffiich  chairs  of  a somewhat 
peculiar  shape  are  connected  with  a coupling.  The  rows  of  chairs  thus  adjusted 
may  at  pleasure  and  with  ease  be  spread  out  straight  in  one  line,  forming  pews  or 
benches ; or  they  may  be  bent  in  an  instant  into  a semi-circular  form  to  accomo- 
date classes  of  any  size  to  receive  instruction  from  teachers  seated  in  their  midst. 


For  further  particulars,  consult  catalogues  of  the  National  School  Furniture  Co. 
and  the  Taylor  Patent  Chair  Co.,  which  may  be  obtained  of  A.  S.  Barnes  & Co. 

69 


The  J^ational  Series  of  Standard  School^ !SooA:s, 


GENERAL  INDEX  TO 

A.  S.  Barnes  & Co.’s  Descriptive  Catalogue. 


Acoustics.. 
Aesthetics 
Algebra  . . . 
Analysis... 
Anatomy.  . . 
Apparatus. 
Arithmetic 
Astronomy  , 


...  28 

...  36 
...17 
...  10 
...  32 
...  47 
17,  20 
32,  34 


Belles  Lettres 

Bible 

Biography 

Book-keeping.  . . 
Botany  


25 

30 


^ PACK 

Latin 44 

Lexicons 9, 17,  51 

Library 48-57 

Literature 1,  7,  36,  51 

Logic  ...  17,  39 

Map-Drawing 12,  26 

Maps 12,  47 

Mathematics 17,  20 

Mechanics 28 

Mental  Philosophy 39 

Morals 39 

Music 27,  58 

Mythology 44,  57 


Calculus 17,  20 

Cards  (for  Wall) 7,  47 

Chairs 59 

Charts 7,  8, 10,  47 

Chemical  Apparatus 30 

Chemistry 30,  34 

Church  Music 58 

Civil  Government 39,  57 

Composition 38 

Copy  Books 24 

Criticism 36 

Definers  8 

Desks 59 

Devotion 27,  58 

Dialogues 38 

Dictation  8 

Dictionaries 9,  17,  50,  51 

Drawing 26 


Natural  History 32,  50,  56 

Natural  Philosophy 28,  34 

Natural  Science 28-35,  56 

Navigation 17 

OB.TECT  Lessons 30,  48 

Optics ’ 28 

Orthography 1,  8 

Penmanship 24 

Pens 24 

Philosophy,  Intellectual 39 

Do.  Natural 28,  34 

Physiology 32 

Poetry 36,  51 

Political  Economy 36,  57 

Political  Science 89,  57 

Prayer 27,  58 

Primers 1 


Elocution 7,  38 

English  Grammar 10 

English  Literature 36 

Ethics.,...; 39 

Etymol6gy 8,  9 

Examples  in  Arithmetic 20 

Familiar  Science 28 

French 40 

Furniture ^9 


Geography  . . 

Geology 

Geometry  . . . 

German 

Government 

Grammar 

Greek 


12,  14 

28.  34 

17,20 

40,  42 

39,  57 

10,  17,  40,  42,  44 
44 


History 21, 22,  54 

Intellectual  Philosophy 39 


Readers 1,  7 

Records 46 

Rhetoric 88 

School  Library 51-57 

Settees 59 

Slated  Books 17,  20 

Spanish 40 

Speakers 38 

Spellers 1,  8 

Surveying 17 

Synonyms 9 

Tablets ^ 7,  47 

Tactics 46 

Teachers’  Library 48-50 

Travel — 53 

Trigonometry 17,  20 

Virgil 44 

Writing 8,9,24 

Written  Spelling 8,  9 


Keys 


10, 17,  34 


Zoology. 


60 


33 


\ /■ 


«) 


atlifs'  HHaf^malics. 


And  Only  Thorough  and  Complete  Mathematical  Series. 


I3NT 


A COMMON  SCHOOL  COURSE. 

Davies^  Primary  Arithmetic-— The  fundamental  principles  displayed  in 
Object  Lessons. 

Davies’  Intellectual  Arithmetic-— deferring  all  operations  to  the  unit  1 as 
the  only  tangible  basis  for  logical  development. 

Davies’  Dlements  of  Written  Arithmetic-— A practical  introduction  to 
the  wholtj  subject.  Theory  subordinated  to  Practice. 

Davies^  P ractical  Arithmetic-*— The  most  successful  combination  of  Theory 
and  Practice,  clear,  exact,  brief,  and  comprehensive. 

/A  ACADEMIC  COURSE. 

Davies’  University  Arithmetic-*— Treating  the  subject  exhaustively  as 
a science.,  in  a logical  series  of  connected  propositions. 

Davies’  Elementary  Alg-ebra-*— A connecting  li_^,  conducting  the  pupil 
easily  from  arithmetical  processes  to  abstract  analysis. 

Davies’  University  Alg-ebra-*— For  institutions  desiring  a more  complete 
but  not  the  fullest  course  in  pure  Algebra. 

Davies’  Practical  Bflathematics-— The  science  practically  applied  to  the 
useful  arts,  as  Drawing,  Architecture,  Surveying,  Mechanics,  etc. 

Davies’  Elementary  G-eometry-— The  important  principles  in  simple  form, 
but  with  all  the  exactness  of  vigorous  reasoning. 

Davies’  Elements  of  Surveying*-— Re-written  in  1870.  The  simplest  and 
most  practical  presentation  for  youths  of  12  to  16. 

//A  COLLEGIATE  COURSE. 

Davies’  Bourdon’s  Algebra-*— Embracing  Sturm’s  Theorem,  and  a most 
exhaustive  and  scholarly  course. 

Davies’  University  Algebra-*— A shorter  course  than  Bourdon,  for  Institu- 
tions have  less  time  to  give  the  subject. 

Davies’  Legendre"s  Geometry-— Acknowledged  owfy  satisfactory  treatise 

of  its  grade.  300,000  copies  have  been  sold. 

Davies’  Analytical  Geometry  and  Calculus-— The  shorter  treatises, 
combined  in  one  volume,  are  more  available  for  American  courses  of  study. 

Davies’  Analytical  Geometry-  j.  The  original  compendiums,  for  those  de- 

Davies’  Diif-  & Xnt-  Calculus-  ’ siring  to  give  full  time  to  each  branch. 

Davies’  Descriptive  Geometry- — ^With  application  to  Spherical  Trigonome- 
try, Spherical  Projections,  and  Warped  Surfaces. 

Davies’  Shades^  Shadows^  and  Perspective-— A succinct  exposition  of 
the  mathematical  principles  involved. 

Davies’  Science  of  Mathematics-— For  teachers,  embracing 

I.  Grammar  op  Arithmetic,  III.  Logic  and  Utility  op  Mathemattos, 

II.  Outlines  op  Mathematics,  IV.  Mathematical  Dictionary. 


KEYS  MAY  BE  OBTAINED  PROM  THE  PUBLISHERS 

BY  TEACHERS  ONLY. 


att  pa»««ris,  a»i«  aW  liwjis. 

NATIONAL  TTTQ!T*n“D  V standard 

SERIES.  iliijlUJili  TEXT-BOOKS. 

“History  is  (Philosophy  teaching  by  Examples/' 


THE  UNITED  STATES  ‘ Souths  History  of  the 

Wlllll-L/  WIfll  LiW«  UNITED  STATES.  ByJAME8 

Monteith,  author  of  the  National  Geographical  Series.  An  elementary  work 
upon  the  catechetical  plan,  with  Maps,  Engravings,  Memoriter  Tables,  etc.  For 
the  youngest  pupils. 


2.  Willard’s  School  History,  for  Grammar  Schools  and  Academic  classes. 
Designed  to  cultivate  the  memory,  the  intellect,  and  the  taste,  and  to  sow  the 
seeds  of  virtue,  by  contemplation  of  the  actions  of  the  good  and  great. 

3 Willard’s  Unabridged  History,  for  higher  classes  pursuing  a complete 
course.  Notable  for  its  clear  arrangement  and  devices  addressed  to  the  eye,  with 
a series  of  Progressive  Maps. 


4 Su  m m ary  of  American  Hi  sto  ry . A skeleton  of  events,  with  all  the  prom- 
inent facts  and  dates,  in  fifty-three  pages.  May  be  committed  to  memory  ver- 
batim,  used  in  review  of  larger  volumes,  or  for  reference  simply.  “ A miniature 
of  American  History.” 


FNfil  ANfl  '•  Berard’s  School  History  of  England,  combining 

an  interesting  history  of  the  social  life  of  the  English 


people,  with  that  of  the  civil  and  military  transactions  of  the  realm.  Religion, 
literature,  science,  art,  and  commerce  are  included. 


, 2 Summary  of  English  and  of  French  History,  pDAMPC 

A series  of  brief  statements,  presenting  more  points  of  ■ IIHIIUIL. 
attachment  for  the  pupil’s  interest  and  memory  than  a chronological  table.  A 
well-proportional  outline  and  index  to  more  extended  reading. 


R 0 M F Record’s  H istory  of  Rome.  A story-like  epitome  of  this  inter- 

esting  and  chivalrous  history,  profusely  illustrated,  with  the  legends 
and  doubtful  portions  so  introduced  as  not  to  deceive,  while  adding  extended 
charm  to  the  subject. 


QpNpQAI  Willard’s  Universal  History,  a vast  subject  so  arranged 

and  illustrated  as  to  be  less  difllcult  to  acquire  or  retain.  Its 
whole  substance,  in  fact,  is  summarized  on  one  page,  in  a grand  “ Temple  of 
Time,  or  Picture  of  Nations. 


2.  General  Summary  of  History.  Being  the  Summaries  of  American,  and 
of  English  and  French  History,  bound  in  one  volume.  The  leading  events  in 
the  histories  of  these  three  nations  epitomized  in  the  briefest  manner. 


A.  S.  BARNES  & CO., 


